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Article with lots of helpful links to resources for people with TBI in various life situations.

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Student and Teacher Resources for Success in School After a Head Injury

A traumatic brain injury (TBI) may create significant changes in a person's lifestyle and goals for the future, but a head injury does not have to be a barrier for a student's educational aspirations. The majority of students who suffer from a TBI return to the classroom, either in traditional school settings or through specialized programs. Students of all ages-from elementary to college-have resources available for continuing their academic journeys. Keep reading to learn about these resources, organizations and programs that can help students perform academically after a head injury. Parents and teachers will find a variety of tools they can use to support their students as well.

Traumatic Brain Injuries in Students

Traumatic brain injuries come with a lot of uncertainties, as no two injuries are identical. The location of the injury, the medical and rehabilitative care after the initial injury, the age of the individual and more can all affect how a traumatic brain injury heals and what effects linger. For some, including mild traumatic brain injuries-also known as concussions-the effects may be temporary. For others, the impact can be lifelong. Here are some common causes and effects of traumatic brain injuries in students:

POSSIBLE CAUSES OF A TRAUMATIC BRAIN INJURY

Types Of Traumatic Brain Injuries

Common Effects & Symptoms In Students

Academic Impact

After a Traumatic Brain Injury:
Transitioning Back to Class

No matter the age of the student, going back to school following a traumatic brain injury can present challenges. Though there is no one-size-fits-all list of solutions, there are many resources to help students with traumatic brain injuries successfully transition back into the classroom. From innovative study systems to navigating social situations, a TBI may force students to reassess their strengths, weaknesses and acclimate to aspects of their personality that might be different. Take a look at some common challenges students might face coming back to the classroom after a TBI with age-appropriate resources designed to help.

K-12 Students

Though the age spectrum is wide, K-12 students who are recovering from traumatic brain injuries typically have one thing in common: they are still supported by their parents. This section is not only designed to be helpful for K-12 students after a TBI themselves, but their parent and teacher allies as well.

CHALLENGE: Keeping Old Friends & Making New Ones
Social isolation is a common challenge for individuals with disabilities, including students with TBIs. Friends and peers are a vital part of school success, but students should be prepared for potential changes in the social dynamics between old friends, and also set themselves up to make new connections.

Resources to Help

CHALLENGE: Navigating Accommodations
While younger children will often have their Individualized Education Program (IEP) planned and created by their parents and teachers, older students may have a better idea of what they need and want to accomplish in school after a traumatic brain injury. IEPs for high schoolers may include post-graduation plans and goals. It's never a bad idea to know your rights and to be your own advocate.

Resources to Help

CHALLENGE: Finding New Study Habits
Traumatic brain injuries can greatly alter cognitive abilities. This means that students may have difficulties with skills vital for school work, such as language processing and organization. Below are helpful resources for students who want assistance, tips and new approaches to academics after a TBI.

Resources to Help

College Students

College students with disabilities, including TBI, are less likely to graduate on-time than their peers. While that may sound discouraging, these low graduation rates are likely the result of students not knowing about or finding the accommodations they need to access the same level of education as their peers. Continue reading to learn some of the specific challenges college students with TBI face and how they can overcome them.

CHALLENGE: Feeling Discouraged
College can be challenging both inside the classroom and beyond, especially for students with traumatic brain injuries. Just remember that there are other individuals who have been down similar paths; many others have learned to overcome brain injury challenges to find academic success. Below are some examples of individuals who have gone to college with TBI and graduated, as well as suggestions for making sure your social life grows alongside your academic one.

Resources to Help

CHALLENGE: Difficulty Studying & Learning
College learning is much more self-directed than in high school. This means that students must rely on their own time management, scheduling and decision-making with limited input from parents or teachers, which may pose a challenge for some students with TBI.

Resources to Help

CHALLENGE: Navigating Accommodations
The plans and services offered to eligible students with disabilities are very different from those used in the public K-12 school system. Students with a traumatic brain injury should familiarize themselves with the accommodation laws and systems colleges follow, and meet with their school's Disability Services Office to learn about your campus-specific accessibility and accommodation options.

Resources to Help

CHALLENGE: Changes in Personal Relationships
College students may find their personal relationships change after a TBI. It's important to remember that a brain injury, no matter how mild or severe, affects both the patient and those that surround and support them. Communication is key to keeping relationships with friends, family, co-workers and teachers healthy, but both sides should be patient and understand that progress may be slow.

Resources to Help

Student Veterans with Traumatic Brain Injuries

Many veterans use the post-9/11 GI Bill to attend college, including those with combat-related traumatic brain injuries. Transitioning into civilian life can be difficult, and a brain injury can make the transition into academic life more stressful. Fortunately, there are dozens of organizations, campus support systems and online resources that can help. Here are some of the common challenges student veterans might face upon returning to the classroom, with advice and for navigating the college accommodations system and successfully pursuing a degree as a student veteran with a traumatic brain injury.

CHALLENGE: Adjusting to Academic Life
Transitioning to civilian life after the military can be a challenge in of itself, and combat-related injuries such as TBI can make it even more complicated. Luckily, there are a wide range of tips and resources available specifically designed to make this transition smoother for student veterans.

Resources to Help

CHALLENGE: Navigating Academic Support Programs
While the U.S. government and Department of Veterans Affairs will provide support for veterans in general, there are also some lesser-known resources from both the government and civilian organizations specifically designed for veterans with TBIs.

Resources to Help

CHALLENGE: Finding Success in School
Traumatic brain injuries can drastically alter cognitive abilities that are necessary for veterans to have maximum success in school. That doesn't mean veterans can't find academic success after a head injury-there are organizations and services dedicated to helping veterans academically, including assisting in the process of re-learning how to learn.

Resources to Help

Expert Advice:
Common Academic Accommodations for TBI

Will Dane, Brain Injury Association of America

Will Dane is the public affairs manager for the Brain Injury Association of America, one of the foremost organizations dedicated to serving individuals with TBIs. Will has done extensive work in fundraising and advocacy and holds a degree from the University of Oklahoma in communications.

"Americans between the ages of 15 and 24 are among the highest risk of sustaining a brain injury. This is problematic as the injuries occur when individuals are just beginning to plan or venture into their independent lives, and for many the most important step in this process is obtaining an education. The challenges a student experiences after a traumatic brain injury vary significantly depending on the severity of the injury. In the most severe cases, the child may not be able to function independently in any capacity. A thorough evaluation of the student's academic and cognitive abilities is essential to determine what accommodations are necessary."

Here are some examples of common accommodations Dane suggests for students coming back to class after experiencing a TBI:

Schools & Educators:
Supporting Students After Brain Injuries

Although students with TBI will often have access to accommodations and special pull-out classes, mainstream education teachers may not have all the resources they need to successfully integrate these students into the general educational environment and assure that they learn and grow alongside their peers. A wide range of resources are available to teachers, including those working in special education classes and general education classes, for every age group from elementary to college.

Support In Elementary & Middle School
Young students with newly-acquired TBI may have the same difficulties as older students with TBI, but elementary and middle school classes are structured very differently and require a specialized approach to produce successful learning outcomes. Below are some examples, ideas and resources educators can use to support and accommodate elementary and middle school students with TBI.

Support In High School
High school is a difficult time for many students, and TBI can introduce new challenges for teens at school. Educators can find strategies for supporting and teaching students with TBI through their high school years and guide them to academic success with the help of the resources below:

Support In College
College students with traumatic brain injuries may work with their professors on the accommodations offered to them by a school, but professors and administrators can help support students with TBI in many other ways as well. Check out some of the more innovative methods and ideas being used on college campuses to help students with TBI succeed.

How Educators can Help Students Developing & Rebuilding Social Skills

Educators know school isn't just about teaching lessons provided by textbooks, it's also about helping students develop healthy socialization habits. Social learning happens inside and outside the classroom, and students with TBIs may need to learn or rebuild their social skills in different ways than their peers. To help improve the social skills of students with TBI and to help prevent feelings of loneliness and isolation, check out the resources below:

How Educators Can Help Student Veterans

Traditional college students often arrive on campus fresh out of high school, but a growing number of non-traditional students are enrolling in college after military service. While these students can still benefit from the accommodations offered by a campus disability or veteran's service office, those with a TBI may benefit from additional support from their school and educators:

How Parents & Guardians Can Help Academically After a Head Injury

The support of parents, guardians, and families as a whole are often vital for the success of students; this is especially true for children, teens and young adults who have experienced a traumatic brain injury. Here are some valuable resources for understanding and helping students with TBI adjust to school and perform to the best of their abilities while there:
Adolescents with Traumatic Brain Injury
This article, published by the American Psychological Association, is written mostly for therapists and other providers. However, it provides valuable insight into significant challenges students with TBI may face when transitioning back to school and how their support network, including their families, can help.
BIAColorado
The Colorado chapter of the Brain Injury Association put together this piece to help connect children, teens and parents with TBI-specific support groups. Although these groups are Colorado-specific, other state chapters of BIA may have similar directories and information.
Guide for Families About School
The Brain Injury Association of New Jersey created this guide with over 60 pages of advice, resources and tips for helping a student with TBI successfully return to school.

The BIA of New York created and maintains this free resource for teachers, parents, and students; it helps individuals with TBI test and identify new learning strategies and solutions that best suit their needs.
Parent Center Hub and TBI
This section of the Center for Parent Information and Resources focuses specifically on TBI, including a breakdown of common symptoms and challenges children can face and extensive advice on how to help students succeed in school.

Fat Brain Toys offers a selection of toys that can help boost the motor and cognitive skills of children with TBI. The toys are largely intended for pre-K through elementary ages.
Top Ten Back to School Tips for Students
This guide offers ideas for how parents can help their children re-adjust to school and succeed once they are there. Many of the ideas are easily implemented and involve no special purchases.
Why a C Feels More Like an A to My Daughter With TBI
This short article written by the mother of a college student with TBI addresses the idea of creating a "new normal" and realistic expectations with honesty and insight.

Head Injury Prevention: Schools Protecting Students

Head injury prevention has been a serious topic of discussion amongst schools, parents, politicians and healthcare professionals, as popular sports programs like as soccer and football have been shown to put students at increased risk for TBI. Because these programs are often school-sponsored, many believe administrators should be implementing policies aimed at head injury prevention to better protect their students. Here are some examples of how schools and communities are working to address, treat and prevent TBI in students:
Coaches Training Programs
Published by the Brain Injury Alliance of Nebraska, this coach and player toolkit provides links to approved head injury training programs for coaches, such as Heads UP to School Sports. Illinois Policy Tackle Football Ban

Illinois is just one state supporting a ban on tackle football for children under 12 years of age.
NJ Safe Schools
The New Jersey Safe Schools program addresses concussions and mild TBIs in schools by providing prevention information to schools, coaches, teachers and parents.
State-by-State Injury Prevention Policy Report (2015)
This extensive account of injury types and prevention measures across the states of America includes sections on which states have programs addressing TBI in schools and the overall success of these programs.
Symptom Tracking App for Concussions
In part developed by the Brain Injury Research Program at the Medical College of Wisconsin, this app helps parents and coaches successfully identify head injuries to assure students get the treatment they need.
TBI and SCI Injury Prevention Inventory
Here, SafeStates has a directory of organizations and systems designed to protect students from concussions and TBI, including sample measures communities and schools can put into place.
Think-A-Head
This program spearheaded by the Brain Injury Association of Massachusetts teaches K-12 students about the dangers of brain injury and how they can make healthy choices to prevent them. The program includes three separate sections for elementary, middle and high schools with age-appropriate activities and lessons.

Additional Head Injury Resources for Students

In addition to the specific resources above, there are dozens more TBI-focused websites and organizations available online, some geared towards those who suffer from TBI and some for their support networks. Here are some of the best TBI resources for everything from life skills support to finding advocacy services.
Brain Injury Association
The BIA is a nationwide organization that supports individuals with TBI; in addition to its directory of state chapters, the BIA includes dozens of useful articles about nearly every aspect of living with TBI.
Brain Injury Services
This Virginia-specific organization connects individuals with traumatic brain injuries to the services and support systems they need.

This website contains a variety of articles for anyone affected by TBI as well as information on how to cope with the symptoms of TBI to lead a more successful and fulfilling life.
Centre for Neuro Skills
There are four Neuro Skills centers throughout the country that offer rehabilitation services to those with TBI and similar acquired brain injuries; even if you do not live near a Neuro Skills center the website still has a variety of helpful tips and resources.
Lash & Associates Publishing
This publishing company offers a wide range of tools and resources for individuals with TBI, their families, and professionals who work with TBI.
Model Systems Knowledge Translation Center
This organization creates and offers excellent resources for individuals suffering from traumatic brain injuries, spinal cord injuries and burns.
National Resource Center for Traumatic Brain Injury
The TBINRC is managed by Virginia Commonwealth University and serves as a hub for resources, links and even Q & As about traumatic brain injuries.

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Students with Traumatic Brain Injuries | Accredited Schools Online

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A traumatic brain injury (TBI) may create significant changes in a person's lifestyle and goals for the future, but a head injury does not have to be a barrier for a student's educational aspirations.

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Assistive Technology for People with Brain Injury

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Assistive Technology for People with Brain Injury

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"like a magnifying glass for someone who has trouble reading the small print, there are many assistive technologies available for people with TBI."

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Assistive Technology for People with TBI

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Assistive Technology for People with Brain Injury | BrainLine

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A brain injury can bring with it all sorts of challenges. A person’s balance may be off; he may have lost part of his field of vision; or his memory might be so compromised that within moments of seeing or hearing something, it’s gone. But like a magnifying glass for someone who has trouble reading…

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TBI in the United States

An estimated 2.8 million people sustain a TBI annually.1 Of them:

50,000 die,

282,000 are hospitalized, and

2.5 million, nearly 90%, are treated and released from an emergency department.

TBI is a contributing factor to a third (30%) of all injury-related deaths in the United States.¹

Every day, 153 people in the United States die from injuries that include TBI.¹

Most TBIs that occur each year are mild, commonly called concussions.²

Direct medical costs and indirect costs of TBI, such as lost productivity, totaled an estimated $60 billion in the United States in 2000.³

https://www.brainline.org/article/get-stats-traumatic-brain-injury-united-states

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Evidenced Based Practices for Traumatic Brain Injury in Students

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Evidenced Based Practices for Traumatic Brain Injury in Students

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I wrote this during my Special Education Credential work in 2014. Although it's a few years old now, the practice and methodology for how educators need to work with TBI patients has gone unchanged. SIGNATURE ASSIGNMENT - EVIDENCED BASED PRACTICES Traumatic Brain Injury (TBI) can be the s

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Quick Statistics About Voice, Speech, Language

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Statistics on voice, speech, language, and swallowing disorders among both adults and children in the U.S.

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Overview of Traumatic Brain Injury (TBI)

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Teaching Tools for Children With Multiple Disabilities:

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Teaching Tools for Children With Multiple Disabilities:

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Simple picture cards

Keyboards with specialized interfaces to support users with fine motor difficulties

iPads and similar devices with apps designed for text-to-voice, picture selection, or other forms of communication

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Students with multiple disabilities may also benefit from peer tutoring, and, when possible, should be included and accommodated in typical school activities and events.

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Students with multiple disabilities may also benefit from peer tutoring, and, when possible, should be included and accommodated in typical school activities and events.

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

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Traumatic Brain Injury: Official Definition

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Traumatic Brain Injury: Official Definition

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an acquired injury to the brain caused by an external physical force, resulting in total or partial functional disability or psychosocial impairment, or both, that adversely affects a child’s educational performance. Traumatic brain injury applies to open or closed head injuries resulting in impairments in one or more areas, such as cognition; language; memory; attention; reasoning; abstract thinking; judgment; problem-solving; sensory, perceptual, and motor abilities; psychosocial behavior; physical functions; information processing; and speech. Traumatic brain injury does not apply to brain injuries that are congenital or degenerative, or to brain injuries induced by birth trauma.

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Short life story of daily life and challenges it possess for Orthopedic Impairment kids 

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Short life story of daily life and challenges it possess for Orthopedic Impairment kids 

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It's 3m long and tells you everything you need to know about this disability.

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TALK TO ME | Physical Disability Awareness

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What technology we can use to help Autistic kids?

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What technology we can use to help Autistic kids?

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It must be mention that this disability does not any "self regulating' medicines that will magically cure it, it can be regulated and contained but never cured. However, there are some technologies like Augmentative and alternative communication (AAC) that is a specific type of assistive technology that can benefit people with autism of all ages by promoting independence, expanding communication, and increasing social interactions.

The assistive technology is widely popular among Autistic community and using it can to help your child become more independent, work on his or her challenges and improve upon his or her strengths.

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Assistive technology is used to support and enhance communication for people with autism. Autism Speaks has the latest information and resources.

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The Invisible Rain Cloud: What's It Like To Live With A Traumatic Brain Injury?

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Short Stories About Traumatic Brain Injury

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Short Stories About Traumatic Brain Injury

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The Little Bird Who Forgot How To Fly: Caring For A Child With Traumatic Brain Injury

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Must Try Harder - Returning to school after brain injury

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Queen’s Bohemian Rhapsody Performed in Sign Language | Andy Dexterity | TEDxSydney

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The following statistics show information of various health impairments, the lower number is OHI which has shown a significant increase since the statistics were first collected
https://nces.ed.gov/fastfacts/display.asp?id=64

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some typical accommodations for students considered to have OHI include but are not limited to

When the child is at home, the school may arrange for a homebound instructor to bring assignments from school to home and help the student complete those assignments.

When the child is hospitalized, services may be provided by the hospital, through arrangement with the school, although this will vary according to local policies. (In any event, the hospital is likely to have policies and procedures of its own, and it’s important for the family to find out what those are.) The hospital may want to review the child’s IEP and may, with the parent’s permission, modify it during the child’s hospitalization.

After the child is discharged, the hospital will share a summary of the child’s progress with the school, in keeping with whatever local school policies are.

https://www.parentcenterhub.org/ohi/#medical

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Some key questions are generally asked if a student may need assistance for OHI
1. Does the student have a chronic or acute health problem? 2. Does the student have limited strength, vitality, or alertness due to a chronic or acute health problem? If not, does he or she have heightened alertness to general environmental stimuli? Page | 4 3. How is the health problem manifested in the educational environment (within academics, behavior, social interactions, attendance, adaptive skills, etc.)? 4. Finally, if so, does the disability create a need for special education services?
https://www.cde.state.co.us/cdesped/guidance_determiningeligibility_sped_students_ohi#

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Limited alertness as indicated by an inability to manage and maintain attention, to organize or attend, to prioritize environmental stimuli, including heightened alertness to environmental stimuli that results in limited alertness with respect to the educational environment.
https://www.cde.state.co.us/cdesped/guidance_determiningeligibility_sped_students_ohi#

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limited vitality is identified as an inability to sustain effort or to endure throughout an activity
https://www.cde.state.co.us/cdesped/guidance_determiningeligibility_sped_students_ohi#

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Strength impairment is defined as "limited strength to perform typical tasks at school.
https://www.cde.state.co.us/cdesped/guidance_determiningeligibility_sped_students_ohi#

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OHI or other health impairment is a broad term covering various aspects of students health. It is hard to define but can fall under 3 main categories
Strength, vitality or alertness fall under a general definition of a reason to be considered OHI. These can be problems by themselves or lined to other health or medical conditions.

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Orthopedic impairment refers to a child whose severe orthopedic impairments adversely affect their educational performance to the degree that the child requires special education.

This term includes:

Impairment from other causes, impairment by disease, impairment caused by congenital anomalies

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For more details orientated step-by-step strategy please follow the link below and see my flowchart.

Learn as much as possible about autism spectrum disorder

Provide consistent structure and routine

Connect with parents of children with autism

Seek professional advice for specific concerns

https://padlet.com/valeriyadubovik/k076wnnmxz8o5knp

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Two Characteristics of Autism spectrum disorder 

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Two Characteristics of Autism spectrum disorder 

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Social interaction problems: including difficulties in normal conversation, reduced sharing of interests or emotions, challenges in understanding or responding to social cues such as eye contact and facial expressions, deficits in developing/maintaining/understanding relationships (trouble making friends).

Restricted and repetitive patterns of behaviors, interests or activities:
hand-flapping and toe-walking, playing with toys in an uncommon way, having significant need for a predictable routine or structure, exhibiting intense interests in activities that are uncommon for a similarly aged child, experiencing the sensory aspects of the world in an unusual or extreme way.

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Special Education Needs Process in Thailand

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Special Education Needs Process in Thailand

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Below is the link to my personal flowchart <3

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How to recognize if your child is Autistic

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How to recognize if your child is Autistic

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IF your child shows the following symptoms it is best to bring that concern to your primary care provider:

Not responding to his/her name by 12 months of age

Not pointing at objects to show interest by 14 months

Not playing "pretend" games by 18 months

Avoiding eye contact or preferring to be alone

Getting upset by minor changes

Flapping their hands, rocking their body or spinning in circles

Having unusual and sometimes intense reations to the way things smell, taste, feel and/or look

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If you are someone who does not wish to read long research studies about the range of spectrum on this disability I have got a happy news for you! There is very informative Netflix series called Atypical you can watch to gain more understanding of this complex disease.

"Sometime I just want to be normal"
"Dude, no one is normal..."

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Atypical | Official Trailer [HD] | Netflix

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To understand this disability, you first need to know that it is affecting 1 in 59 children as estimated. It can usually be diagnosed by the age of 2-3 but some children with autism develop normally until toddlerhood when they stop acquiring or lose previously gained skills.

Autism spectrum disorder (ASD) is a complex developmental condition. The effects of  ASD and the severity of symptoms are different in each person, it can range from unable to maintain friendships to speech and motor skills impairment.

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My Mindmap - Classroom Intervention Plan! 

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My Mindmap - Classroom Intervention Plan! 

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Instructional Strategies for Students who are Blind or Visually Impaired 

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Instructional Strategies for Students who are Blind or Visually Impaired 

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There are a variety of methods that students with visual impairment can use to read. The first step is determining what approach will be most effective for an individual student is a Learning Media Assessment (LMA). The LMA offers a framework for selecting appropriate literacy media for a student who is visually impaired. This includes braille, print, auditory strategies and dual media.

Reading Strategies for Students with Visual Impairments:

1. Paper Strategies: including print, magnification and braille

2. E-Text Strategies: including tracking, auditory support and refreshable braille

3. Auditory Strategies: including readers and auditory books

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Oral/Written language Disorder and Specific Reading Comprehension Deficit
Non-Verbal Learning Disabilities
Dysgraphia
Dyscalculia
Dyslexia

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"If you are disabled, it is probably not your fault, but it is no good blaming the world or expecting it to take pity on you. One has to have a positive attitude and must make the best of the situation that one finds oneself in; if one is physically disabled, one cannot afford to be psychologically disabled as well. In my opinion, one should concentrate on activities in which one's physical disability will not present a serious handicap. I am afraid that Olympic Games for the disabled do not appeal to me, but it is easy for me to say that because I never liked athletics anyway. On the other hand, science is a very good area for disabled people because it goes on mainly in the mind. Of course, most kinds of experimental work are probably ruled out for most such people, but theoretical work is almost ideal. My disabilities have not been a significant handicap in my field, which is theoretical physics. Indeed, they have helped me in a way by shielding me from lecturing and administrative work that I would otherwise have been involved in. I have managed, however, only because of the large amount of help I have received from my wife, children, colleagues and students. I find that people in general are very ready to help, but you should encourage them to feel that their efforts to aid you are worthwhile by doing as well as you possibly can." - Stephen Hawking

— From "Handicapped People and Science," Science Digest 92, No. 9, September 1984

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Hearing Impairment: Kristin's Story

When I was 18 months old, I was diagnosed with moderate-to-severe bilateral, sensorineural hearing loss. In layman's terms, I am partially deaf in both ears. I've lived for 17 years as a person with hearing aids in a mainstream world. However, it has been a long journey to get to where I am today.

School, Friendships, and Feeling Self-Conscious

When I was 2½, I went off to my first day of preschool on a little yellow school bus. Most kids my age were happily watching Sesame Street at home. But because I had a hearing impairment, my parents felt that early intervention was the smartest option. So I went to a school for the deaf for the first few years of my childhood.

I did so well that the teachers decided to give me a new challenge: several classes a day in a regular public elementary school. I thrived there as well, and my parents and teachers felt that I was ready to mainstream (attend a regular school at my own grade level).

My parents decided a private school might be best for me and they spent a lot of time interviewing different schools, looking for things that most parents wouldn't think twice about. For example, it was important that a school had carpeting rather than a tile floor so that sounds wouldn't echo and confuse me.

I can still recall the day I met my new teacher. She had big glasses and a shiny white smile and welcomed me with open arms. She told me how excited she was for me to be in her class. At 4½, I started kindergarten.

I didn't really know I had a disability until I was at my new school and I saw all these kids without hearing aids and FM sets. It was the first time I felt ashamed of my hearing impairment because I wasn't like everyone else.

Whenever a classmate asked me about "the thing in my ear," I would get upset and run away. My mother realized that I was having difficulty explaining this to the other kids and decided to do something about it. She arranged to have a speaker come to my class and talk to the kids about hearing impairment. I know that this helped kids understand because I eventually started making friends. I think that they were just scared to talk to me because they were clueless about what a hearing aid was. Maybe they thought I was an alien or something!

It turned out my FM set helped the other kids, too. The device, which I wore around my waist attached to two ear-mold cords, was linked to a wireless microphone my teachers wore. One of my teachers would forget to turn her microphone off when she left the classroom. Of course, we were rowdy when she left, but because I could still hear her, I was able to warn everyone when she was coming back. She'd find us all sitting in our chairs with our hands politely folded. That's probably why we were the only class that had an unusually high number of gold stars on the good behavior chart. Not only that, I could hear everything the teacher said in the faculty lounge on the other side of school! I don't think that I told her about that minor detail until the end of the school year.

Once I started middle school, I started feeling more and more self-conscious about having a hearing impairment. My FM set was no longer cool, and having speech-therapy sessions three times a week wasn't fun. Because I had cleft palate when I was born, it was extra work to develop my speech skills. I really felt that my classmates thought I was mentally impaired. I didn't like feeling different from them so I threw temper tantrums in front of my mom and dad until they finally let me wear only hearing aids and stop the speech-therapy sessions. I was so relieved that the speech therapy I'd been having my whole life was finally over.

Surgery, Surgery, and More Surgery

I've always been prone to ear infections and I got a really bad one in fourth grade. The infection was bad enough to require hospitalization, but my parents felt that going to the hospital would be detrimental to my schooling. So they had all the hospital supplies shipped to my house and my mom acted as my nurse.

Because I needed intravenous antibiotics to treat the infection, I had an IV needle put in my arm at the hospital. It was attached to a monitor that I wore around my waist. It was about the size of a fanny pack and I absolutely despised it. On top of feeling self-conscious in general, I now had to walk around with all this bulky equipment on my body. I was fortunate that my teachers and some of my classmates were sympathetic about my situation, otherwise I'd have had a really tough time emotionally.

I've had about 15 operations on my ears since I was born, most of which have been tube replacements to help drain my ears. It is kind of funny how close I am to some of the doctors and nurses in the surgical department at the hospital. It's similar to how people who play sports feel a bond with their coaches - in my case, it's the doctors and nurses who are giving me tips and rallying me on.

My most recent surgery was a tympanoplasty, which is a procedure to patch a hole in the tympanic membrane (eardrum). My doctor patched the eardrum by taking a skin graft of the inside portion of my ear. The moment I woke up from anesthesia I could hear my parents and the nurses without my hearing aid; it was a very joyous moment. I can imagine that the happiness expressed on my face after the surgery was a truly rewarding sight for my doctor.

Ironically, one of the side effects for me when I wake up from anesthesia is to cry. After the tympanoplasty, my new hearing ability made it one of the strangest cries I ever had. Later that day at the dinner table, my dad took a napkin and covered his lips (so that I wouldn't read them) and said something. I repeated it with confidence.

The surgery also allowed me to go into water (shower, bath, and a pool) for the first time ever without earplugs. Earplugs were a problem for me, too, because I didn't like people staring at me whenever I was at the pool.

Watch What You Say - I Can See It!

Although I could hear better without my hearing aid after the tympanoplasty, the increase in volume was just enough for me to hear louder voices, but not whispers or quieter tones. So I still rely on two other forms of communication: a hearing aid and lipreading.

My hearing aid allows me to distinguish sounds from one another more clearly. And I've become really good at reading people's lips! It's a technique that I adopted at a very early age and will use for the rest of my life, regardless of my hearing capabilities. My friends can't get over how I can pretty much watch people have conversations across the room and absorb what they're saying.

When I need to hear sounds other than conversations or be sure I hear every word that's said, I rely on my hearing aid. If I can't make a word out right away, I will go over the words that sound similar until something fits the context of the conversation. I do this first before I ask the person to repeat what they say. Otherwise it'd be really frustrating to have a conversation with me. People often ask why I don't use two hearing aids and I honestly believe that my one hearing aid has enough power to compensate for the ear without the hearing aid.

With new technology constantly evolving, I had an opportunity 3 years ago to replace my analog hearing aid with a digital one. It was tricky learning to adjust to the new hearing aid because of the way my old hearing aid magnified every sound. The digital hearing aid is quieter and required a whole month for me to get used to, but I absolutely love it.

With my digital hearing aid, I have better quality sounds processing through my brain. Once I was at a rock concert and my mom told me something in a loud voice and I replied back in my normal voice. I forgot that others can't hear the way I can! Of course my mom asked me to speak up about three times until she could hear me decently.

The Future

I'm going to attend James Madison University in the fall, which is an exciting thing for me. I'll have a chance to be in an environment where I don't know everyone. This also means that I will have to explain my deafness to everyone that I meet, including my roommates.

When I know I'll be in a new environment, I like to wear my hair down so that it covers my hearing aid. This way I know that people will treat me like any other person and not judge me before they talk to me. Don't get me wrong, I have much more confidence than when I was in middle school. I don't have any problems talking about my hearing impairment, and in fact, I would much rather have people ask me questions than talk about it behind my back.

I've already started to prepare for college by getting an alarm clock that vibrates under my pillow. This way I'll be respectful of my roommates, but I still worry about what I'll do in some situations, like when a roommate forgets her room key. Will I hear her knock? It's all a matter of adjusting independently to a new way of life.

I often wonder about the things that the future will bring and if there will be a time in my lifetime where I will be able to hear normally. In the meantime, I live every day to its fullest and take nothing for granted.

Reviewed by: Robert C. O'Reilly, MD
Date reviewed: March 2012

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When I was 18 months old, I was diagnosed with moderate-to-severe bilateral, sensorineural hearing loss. In layman's terms, I am partially deaf in both ears. I've lived for 17 years as a person with hearing aids in a mainstream world. However, it has been a long journey to get to where I am today.

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How to communicate with people who have hearing loss (deaf awareness)

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- Be positive and supportive
- Be award of fears (through communication with the student, teachers and parents).
- Regular communication with family members, guidance counselors, community-based service providers.
- Introduce opportunities for free writing.

# data[].attributes.body
- Behavior management techniques can be used at home, school and community settings.  Functional behavior Assessments/Behavior Intervention plan can be created by examining a student's specific problem behavior, understanding consequences that maintain the behavior and developing strategies to reduce the inappropriate behavior and increase desirable behavior.
- Teach student to monitor their own behavior.
- Change rewards if they are not effective in changing behavior.
- Recognize signs of escalation.

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- Engage student in role play opportunities to practices appropriate responses.
- Teach student to accurately label his or her own emotion.
- Target perspective-talking skills.
- Teach social rules and skills

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- Write the daily activities on the board.
- Prove time for student to catch up missed work or to review concepts that they are struggling with.
- Ask previous teachers about the techniques that were effective with the student in the past.
-Work gradually toward group activities.
- Self-monitoring techniques can be used in the school setting. Self-monitoring of attention involves signals to the student to determine how much attention is being paid to a task.

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It is important to implement strategies that address the need of the individual
1. Learning and academics
2. Socialization
3. Behavior
4.Affective characteristics

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Many of them may have affective disorder which may lead
- Depression
- Anxiety disorder
- Conduct disorder
- Psychotic disorder

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* They may withdraw from other student and have few or no friend.
*They may avoid interaction with peers.
*They may display limited perspective-talking skill.

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1. They may lack social skills that are necessary for school success.
2. Academically performing below grade level
3. They may struggle with organization and time management.
4. They may display inability to sustain attention.

# data[].attributes.body
A child with an emotional disturbance has the inability to learn, inability to build, or maintain good relationship. The child may be eligible for special education and related services.

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Behavioural Characteristics In Vision Function Problems

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Behavioural Characteristics In Vision Function Problems

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Assistive Technology and Aids for the Blind and Visually Impaired

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Assistive Technology and Aids for the Blind and Visually Impaired

# data[].attributes.body
Screen magnification or reading software

Note takers

Textbook on tape

Raised-line illustrations

Tactile representation of graphical material

Text to speech software

Type & Speak or Braille & Speak device

Voice recognition software

A computer with optical character reader and voice output or Braille display and printer output

Basic Classroom Modifications & Assistive Technology for Students with Visual Impairments. (2010). BrightHub Education. https://www.brighthubeducation.com/special-ed-visual-impairments/62488-classroom-accommodations-and-assisstive-technology-for-students-with-visual-impairments/

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Assistive Technology for Visual Impairments or Blindess

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Accommodations for Visually Impaired Students

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Accommodations for Visually Impaired Students

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Use specific directions in relation to the students’ body orientation. Examples “straight”, “left” “right” to help guide the student and avoid terms such as “over here” “there” which have no meaning to that student

Provide notes, handouts, assignments, and other printed material by audiotape or Braille or with magnified print and enhanced images

Use real objects for three-dimensional representations when possible

Adapt instruction for auditory or tactile presentation

Allow the student to use a tape recording for recording lectures, class discussions, and presentations

Review assignments instructions orally

Basic Classroom Modifications & Assistive Technology for Students with Visual Impairments. (2010). BrightHub Education. https://www.brighthubeducation.com/special-ed-visual-impairments/62488-classroom-accommodations-and-assisstive-technology-for-students-with-visual-impairments/

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Modifications for Visually Impaired Students

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Modifications for Visually Impaired Students

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Describe to the classroom to the student

Reduce assignments to students to only complete easiest problems

Altering assignments to make them easier

Encourage students to sit in the front of the classroom

Always speak to the students wen entering and leaving the classroom

When talking to the visually impaired student always identify yourself by name, do not assume the students will recognize the teacher’s voice.

Basic Classroom Modifications & Assistive Technology for Students with Visual Impairments. (2010). BrightHub Education. https://www.brighthubeducation.com/special-ed-visual-impairments/62488-classroom-accommodations-and-assisstive-technology-for-students-with-visual-impairments/

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Common Visual Impairments of School-Aged Children 

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Common Visual Impairments of School-Aged Children 

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Definition of Visual Impairment including Blindness 

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Definition of Visual Impairment including Blindness 

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The definition under IDEA of Visual Impairment including Blindness means an impairment in vision that, even with correction, adversely affects a students’ educational performance. The term includes both partial sight and blindness.

Students with visual impairments can have different abilities and needs. Children can have no vision, have tunnel vision, have peripheral vision, or have some other form of limited sight. Some students may have the ability to see magnified shapes or print.

Defining Visual Impairment for Parents and Special Education Teachers. (2016). Special Education Guide. https://www.specialeducationguide.com/disability-profiles/visual-impairment/

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Accommodations and strategies for a person with multiple disabilities                               • 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 (ex. speech/language therapist)                    • 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.

# data[].attributes.subject
Accommodations and strategies for a person with multiple disabilities                               • 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 (ex. speech/language therapist)                    • 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.

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3. Physical / health-includes seizures, sensory loss, hydrocephalus and scoliosis

# data[].attributes.subject
3. Physical / health-includes seizures, sensory loss, hydrocephalus and scoliosis

# data[].attributes.headline
2. Behavioral- display an immature behavior inconsistent with chronological age-exhibit an impulsive behavior and low frustration level

# data[].attributes.subject
2. Behavioral- display an immature behavior inconsistent with chronological age-exhibit an impulsive behavior and low frustration level

# data[].attributes.headline
1. Psychological-Tendency to withdraw from society- may become fearful, angry, and upset 

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1. Psychological-Tendency to withdraw from society- may become fearful, angry, and upset 

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A deaf student can type messages back and forth with someone else on a device with two keyboards and displays

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The words of a speaker are translated into text and displayed on a monitor, screen, or laptop computer

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iTi's CART & C-Print Services translates spoken language instantaneously into text. Ensure your students or event attendees can follow along!

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Transit the teacher's voice through infrared light waves.

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Infrared technologies can be used to transmit an assistive listening audio signal in a room or theatre auditorium.

With an infra red hearing loop a person requires a special receiver, which is usually available at a customer service desk or by asking a member of staff.
If you are going to the theatre, you may need to book your receiver in advance.
Infrared receivers can either be used with headphones or a neck-loop to connect to a hearing aid / cochlear implant.

To use a receiver with hearing aid / cochlear implant simply place the lanyard over your head so that the receiver lies on your chest - in this way it will not become obstructed or lose signal. It's also a good practice to sit away from internal pillars or windows as this can also cause signal loss. The venue should be able to advise where to sit to receive the best signal. If you have been allocated seats that are not in line of sight of an infrared transmitter, ask to be moved to an area where the receiver can pick up the signal.

The neck loop of the receiver creates a magnetic field around your head, to which you can connect by switching on the "T" or "loop" programme of your hearing aid / cochlear implant; the same as you would with a normal hearing loop system. You may need to experiment with the positioning of the neckloop to get the best out of it, particularly the position on your shoulders.

If you want to use a receiver at a venue and you don't use a hearing aid/ cochlear implant then you may wish to consider bringing your own headphones to plug into it. It is advisable not to use headphones with hearing aids as you may experience feedback noise.

There is some debate about the very small chance of a neck loop interfering with a pacemaker. If you wear a pacemaker you should seek medical advice before using an infrared receiver (or FM receiver) with a neck loop.
Webpage published: 2019

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Infrared technologies can be used to transmit an assistive listening audio signal in a room or theatre auditorium. With an infra red hearing loop a person requires a special receiver, which is usually available at a customer service desk or by asking a member of staff.

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Transmit the teacher's voice to a speaker close to the child or children that need it.

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Soundfield voice reinforcement is providing better learning environments to a growing number of classrooms looking to adopt new technologies for more effective teaching.

What is a Soundfield System?

A soundfield system is a sound system for schools that improves the learning environment for the pupils by improving the sound environment in the classroom.

Why are schools looking to audio technology to improve teaching spaces?

Class sizes are increasing and as a consequence the environment is becoming more noisy. We're using more open plan classroom and teaching spaces and this results in teachers not being able to be heard clearly or equally by all the pupils in the class. Teachers are having to speak day-in and day-out at unnaturally high voice levels which can easily result in teacher illness, stress, strain and absence.

What is Soundfield specifically doing to improve the learning environment?

Soundfield introduces a low level individual audio system into the classroom and it unobtrusively raises the teacher's voice to make sure you get constant voice coverage throughout the entire class space. This ensures that every child or student in the room hears the lesson no matter where they are at the same level.

What's the audio technology behind a Soundfield Voice Reinforcement System?

It's basically a mini PA system. It's an individual system which can be installed or can be portable and carried around classrooms. It consists of: an amplifier, loudspeakers and a wireless microphone (dependant on the classroom size and environment) which is worn by the teacher.

What microphone options are available to the teacher?

Dependant on the teaching style or the lesson, we can use a tie clip mic, a headset mic, a neck-worn mic or even a pendant mic which is worn around the teacher's neck.

Is there ability to integrate other audio technologies into the system?

Of course. Soundfield isn't just about raising the level of the teacher's voice in the classroom environment, we also have the ability to plug in external sources such as MP3 players, DVD players, laptops and interactive whiteboards. We can also provide independent assistive listening systems for children with hearing disabilities and induction loop systems.

How has the education market taken to the adoption of Soundfield in the classroom?

It's now becoming more common and it's written into the specification of new schools and new refurbished classrooms by LEAs throughout the UK. It's being requested more and more by teachers and lecturers in mainstream and inclusive teaching environments also where children with hearing difficulties are trying to be integrated into mainstream education.

The benefits of Soundfield Reinforcement in the classroom:

More effective teaching in the learning environment

All children clearly hearing and understanding the lessons

Teachers not having to raise their voices, therefore significantly reducing voice strain, stress or illness

Support for inclusive class training

Let the CIE AV Solutions design team help with your next Soundfield project

CIE's award-winning team of AV and systems integration experts provides a unique total project management service to the UK installer/integrator market.

Our AV experts offer a wide range of added-value services above and beyond the expectations of many other distributors including; System Design, Product Specification, Wiring Diagrams, Rack Design & Build, System Configuration, Training and Onsite/Remote System Support.

Our customers can access any or all of these services - many of which are totally free-of-charge - on a project by project basis; benefitting from increased skill levels, specialists in new technologies & integration or simply to increase your resource for pre- and -post sales support.

Got a question for CIE's HowToAV team?..

HowToAV.tv provides a whole host of tips, tricks and technology know-how for the professional audio visual industry.
If you have a question for our AV experts, please contact us now.
Subscribe to our YouTube channel now at howtoav.tv for all the latest video casts or send us your questions to findout@howtoav.tv

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Soundfield voice reinforcement is providing better learning environments to a growing number of classrooms looking to adopt new technologies for more effective teaching. A soundfield system is a sound system for schools that improves the learning environment for the pupils by improving the sound environment in the classroom.

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Transmit the teacher’s voice through a wireless microphone to a small receiver worn by the student using FM radio waves.

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Interesting in hearing better in group settings? You may want look into FM and DM systems. Using microphones and receivers (including hearing aids), these systems help you hear better and reduce background noise. Common in school settings, they help filter out unwanted noise.

Both systems improve the signal-to-noise ratio, explains clinical audiologist Sarah Sparks, Au.D, founder of Audiology Outside the Box PLLC in Washington, DC.

"They take sound that is farther away and bring it closer to the listener," Sparks says.

Find out more about how these systems work, along with who might consider taking advantage of them, when FM/DM systems are ideal for use, and more.

What exactly are FM/DM systems?

Teachers or other speakers can wear a
remote microphone that transmits sound
via FM/DM signals to a person's hearing
aid or similar device.
Photo courtesy of Oticon

The FM stands for "frequency modulation" and DM stands for "digital modulation."

Here's how it works: The speaker uses a microphone, while the listener wears a receiver. The receiver can be a simple pair of headphones, ear-level receivers that deliver the sound into the ears, or a hearing device, such as cochlear implants or hearing aids, Sparks explains.

An FM or DM system "is not a substitute for a hearing aid," says Rhee Nesson, AuD, founder of Hearing Doctors of New Jersey -but these devices are often added to hearing aids, she says.

FM vs. DM

If you see "FM" and think "radio" you're on the right track-this type of system uses FM radio signals designated by the FCC to transmit sound, Nesson says.

DM systems use similar digitized signals, and tend to have better sound quality while avoiding potential for interference (think: the staticky sound of another FM station coming through), Sparks says.

"My own experience of using DM systems is that their sound quality is significantly clearer than that of FM systems, which reduces the challenges of the listening situation," Sparks, who is deaf, notes.

Note: While they use different signals, perhaps since they operate fairly similarly, and FM has been around for a while, both systems are often referred to as FM. Audiologists and hearing instrument specialists prefer the term "remote microphone hearing assistive technology" (RM-HAT), since it's inclusive of both types of systems.

Who benefits from using one? / Who should consider using FM/DM systems?

There's a wide range of people who might benefit from using an FM/DM system:

Students

FM/DM systems are often used with children who are deaf or hard of hearing.

"Children that don't have hearing loss sometimes would benefit from an FM system as well," Nesson says-that includes both children with an auditory processing disorder or students with difficulty hearing when there is background noise.

"For children in schools, these systems are often included in IEPs and 504 plans," Sparks says. These plans put in place legally binding required accommodations to help kids with hearing loss.

Hearing aid candidates

At panel conversations, church, concerts, and other situations where hearing may be a challenge, adults who are hearing aid candidates might take advantage of these devices.

"Sometimes, asking for accessibility devices like FM and DM can be the beginning of a person's journey toward having their hearing tested and being fit with appropriate hearing devices," Sparks says.

Adults with hearing aids in crowded settings

If you are fitted with hearing aids, using an FM/DM system can help reduce background noise. So in tricky hearing environments-such as a loud restaurant-having your dining companion wear a microphone can help. Your hearing aid manufacturer likely sells its own clip-on microphone device.

More: Wear hearing aids? Here's why you may want a remote microphone

Anyone, really

Even people with no difficulty hearing can benefit when FM/DM microphones are connected to loudspeakers and used in auditoriums, Sparks points out-that includes people with ADHD or auditory processing disorders, and non-native speakers. "Having a clearer and more accessible sound signal can help with understanding of the message," she says. This also reduces listening fatigue.

It's more common for kids to use FM/DM systems. "But that's not because adults don't benefit!" Sparks says-she notes that adults might have to put in some legwork, asking for them to be provided.

"Because of the stigma that is attached to reduced hearing sensitivity, many adults are hesitant to request these types of accommodations for work and university-level education," she notes.

How do they work?

The simple version is as stated above: A microphone and receiver are paired up. But of course, there's a bit more to it than that.

There are several types of microphones that can be used with these systems:

Table-top microphone: When placed in the center of a table, these mics will pick up all the voices at the table. These are suitable for conference rooms or quiet restaurants. Some feature omnidirectional sound, picking up sounds in all directions. Others "might have a pointing option where the accelerometer in the microphone allows it to change directionality and pick up sound in the direction that it is pointing, but then return to omnidirectional mode when it is flat on a table," Sparks says.

Clip-on or lapel microphones: These hang around a person's neck on a lanyard or are clicked to the speaker's shirt at chest-level. Make sure they're within six inches of the speaker's mouth for the strongest possible speech signal.

Handheld: This type of microphone can be passed around.

Boom microphone: These microphones hang off the ear, positioned about three inches away from the face. Picture the style of microphone that pop singers or customer service representatives wear.

"For some DM systems, multiple types of microphones can be linked to each other within a single system so that listeners can hear from different speakers at different times," Sparks says.

Then, there's the receiver end:

Ear-level receivers: "Ear-level receivers can be attached to hearing aids and cochlear implant processors so that deaf and hard of hearing people can receive the sound signal directly," Sparks says. Sometimes referred to as a "hearing aid boot," ear-level receivers are the most integrated solution for people who wear hearing aids. Children with hearing loss wear these receivers in school. But, they're also available for people without hearing problems, Sparks says.

Neckloop receivers: This type of receiver, also called an induction loop, is worn around the neck and transmits the signal to your hearing aids via electromagnetic energy. This receiver requires the use of telecoil in your hearing aids. Or, for people with typical hearing, they can be attached to headphones, Sparks says.

Loudspeakers: Sounds can also be transmitted to loudspeakers throughout a space.

Body-worn receiver: Body-worn receivers can be slipped into a pocket or clipped to a waistband. Although bulkier, they are portable. Paired with traditional headphones, they are a perfect solution for someone who does not wear hearing aids, or is temporarily without hearing aids during a repair. Physicians often use this type of receiver to talk with patients who have hearing loss but don't wear hearing aids.

Plus, some systems can be paired with other technology-for instance, Sparks pairs her DM system with her laptop and uses it during video chats.

Where you can use FM/DM systems

Movie theaters and other venues often
have accessibility systems for people
with hearing loss.

These can easily be used in many locations, including:

Theaters and auditoriums: Many large auditoriums have the capabilities to provide excellent sound quality without interference. FM technology in a movie or theater setting allows you to use your hearing aid with an FM receiver, and the signal goes straight through to the device so that the sound is clear. For those who don't wear hearing aids, FM systems paired with traditional headsets may be available for you to wear during the show. Don't be shy-ask at the box office.

Classrooms and lecture halls: Some classrooms use a sound-field amplification system so that all children may benefit from an amplification of the teacher's voice. A sound-field amplification system uses a microphone to amplify the speaker's voice through a loudspeaker system that is positioned strategically in the classroom. This way all students can benefit from the amplification, and kids with hearing loss are freed from the burden of wearing a special receiver.

Restaurants: Once you have the equipment, you can use either a tabletop microphone or one that's worn by the speaker during meals.

These systems are useful whenever there's background noise and you want to listen to one other person, Sparks says. In some cases, ADA accessibilty laws may stipulate that FM/DM systems are provided.

How much do they cost?

FM systems can be purchased online, in electronics stores and through your local hearing healthcare professional. If you don't know how to get started or what device might work best for you, talk to your hearing care practitioner, and ask for a demonstration.

"An audiologist would be able to tell a person which receiver is most appropriate for their needs," Sparks says. You'll also need the microphone (which often can pair with several different receivers).

Be prepared for a wide price range with these devices, which can cost as low as $150 or be several thousand dollars.

Madeleine Burry is a Brooklyn-based freelance writer and editor. She's written about health for several online publications, including Women's Health, Prevention, Health, Livestrong and Good Housekeeping. You can follow her on Twitter @lovelanewest. Read more about Madeleine.

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Personal FM systems reduce background noise, improve clarity and reduce listening fatigue. Find out if this tried-and-true technology can help you or your child hear better.

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Students wearing hearing aids & cochlear implants need quiet environments and assistive technology such as....

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Students wearing hearing aids & cochlear implants need quiet environments and assistive technology such as....

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Hearing aids & cochlear implants do not give the wearer perfect hearing...

# data[].attributes.headline
Let's pass on the love to our hearing impaired students! 

# data[].attributes.subject
Let's pass on the love to our hearing impaired students! 

# data[].attributes.body
Learn about what qualifies as an intellectual disability. Learn about skills that people with intellectual disability offer.

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The use of videotapes in the class, class lecture using an overhead projector, and slides will all require some type of modification for students who have vision and hearing loss.

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1. Large Print/Braille Materials or Taped Textbooks.
2. Reading Machines

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1. Does the classroom have adequate lighting?
2.  Are there sources of glare such as fluorescent lighting or exposed windows along one wall?
3. Is there enough space in the classroom to allow for a guide dog and/or interpreter?
4. Are night classes accessible to students who use public transportation or have night blindness?

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1. Assistive Listening Devices (ALDs)
2. Interpreters: orally, visually (sign language) tactually (hand over hand).
3. Notetakers: provide a written, Brailled, or taped secondary source of information during a class lecture.
4. Tutors

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There are approximately roughly 45,000 to 50,000 individuals in the U.S who are deaf-blind.  According to the 2018 National Deaf-Blind Child Count, over 11,000 are children under the age of 21.
The word “deaf-blindness” may seem as if a person cannot hear or see at all. The term actually describes a person who has some degree of loss in both vision and hearing. The amount of loss in either vision or hearing will vary from person to person.

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Phonics
One to One Teaching
Sequential, Simultaneous, Structured Multi-Sensory Approach
Independent Intensive Practice
Scaffolding
Learning Strategy Instruction

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Speech and Language Impairment

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Foster Listening Skills
Classroom Environment
Meaningful Tasks
Social Interaction
Behavioral Management System
Extra Time for Tasks

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Speech Pathologists and Assistive Technology

# data[].attributes.subject
Speech Pathologists and Assistive Technology

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Speech pathologists and assistive technology

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Classroom Procedure for Struggling Students Mr. Gruver: Lucidchart

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

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Word Processors, Speech to text, text to speech, visual tools, graphing tools, and organizers.
https://visuwords.com/
https://www.showme.com/
https://www.quillsoft.ca/iwordq
https://www.nuance.com/dragon.html
https://www.kurzweiledu.com/default.html
https://www.desmos.com/calculator
https://storylineonline.net/

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Cue Cards
Highligher Strips
Sticky Notes
Graphic Organizers (Prezi)

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Audio Recorder
4 Function Calculator
Computers
Talking Dictionaries

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New technologies and software are amazing tools to assist students with specific learning disabilities. Making it easier to deal with text and convert their ideas into text.

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Accommodations and Modifications for Students with Disabilities

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Students with speech and language impairments may benefit from individualized education programs (IEPs) or 504 education plans. If your student is being treated for a speech or language problem, part of the treatment may include seeing a speech-language pathologist (SLP) during the school day. Therapy may be one or more times a week, depending on the severity of the condition.

Students with speech and language impairments can feel stressed and anxious, which can make it even harder to talk and express themselves. The student may speak slowly in class and should be given plenty of time to express his or her thoughts. Interrupting or completing a sentence for the student is not helpful and might cause embarrassment.
You can support your student by:

giving additional time to complete assignments or make up work

substituting written papers or projects for oral presentations, or allowing the student to demonstrate learning one-on-one with you

reviewing the IEP or 504, if the student has one, and working with the SLP to facilitate communication and learning in the classroom

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Speech refers to the way sounds and words are formed, and language refers to the broader system of receiving and expressing information.
Students with speech impairments may have difficulty with:

articulation, the production of speech sounds

fluency, the rhythm and flow of speech

voice, the quality of pitch, resonance, or loudness

Students with language impairments may have difficulty understanding and being understood through communication — verbal, nonverbal, and written.

Students with speech and language impairments may:

need accommodations in seating or use assistive devices in class

have difficulty understanding or following directions

have difficulty reading, writing, or speaking aloud in class

feel self-conscious or anxious about talking

miss class time to attend speech-language therapy

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Speech and Language Impairments Factsheet (for Schools)

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Speech and Language Impairments Factsheet (for Schools)

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Hartnett, J. K. (Ed.). (2019, October). Speech and Language Impairments Factsheet (for Schools) (for Parents) - Nemours KidsHealth. KidsHealth. https://kidshealth.org/en/parents/speech-language-factsheet.html.

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13 Disabilities Defined by IDEA - Cohort 12 Survey - Which are high incidence & which are low incidence?

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13 Disabilities Defined by IDEA - Cohort 12 Survey - Which are high incidence & which are low incidence?

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Please click on the image below to see charts and data.

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DECtalk understood phonetic spellings of words, allowing customized pronunciation of unusual words. These phonetic spellings could also include a tone indicator which DECtalk would use when enunciating the phonetic components. This allowed DECtalk to sing.

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Assistive Technology in Action - Meet Elle

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6 Types Of Speech Impediment | Psych Nerd