# data[].attributes.body
Specific devices can be tried and selected to aid in hearing

# data[].attributes.body
Various devices block out sounds and aid in improving hearing in certain sound frequencies

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An interpreter can be used to teach and translate

# data[].attributes.body
Helps with communication

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References
References

Click the "References" link above to hide these references.

Csapó, Á., Wersényi, G., Nagy, H., & Stockman, T. (2015). A survey of assistive technologies and applications for blind users on mobile platforms: a review and foundation for research. Journal on Multimodal User Interfaces, 9(4), 275-286.

Cunningham, R. T. (2011). Understanding Synthetic Speech and Language Processing of Students With and Without a Reading Disability (Unpublished doctoral dissertation). University of Toronto, Toronto.

Dalton, B., & Strangman, N. (2006). Improving Struggling Readers' Comprehension Through Scaffolded Hypertexts and Other Computer-Based Literacy Programs. In M. C. McKenna, L.D. Labbo, R. D. Kieffer, & D. Reinking, International handbook of literacy and technology (Vol 2) (pp. 75-92). Mahwah, NJ: Lawrence Erlbaum Associates Publishers.

Draffan, E. A., Evans, D. G., & Blenkhorn, P. (2007). Use of assistive technology by students with dyslexia in post-secondary education. Disability and Rehabilitation: Assistive Technolog y, 2(2), 105-116.

Forgrave, K. E. (2002). Assistive technology: Empowering students with learning disabilities. The Clearing House, 75(3), 122-126.

Meyer, N. K., & Bouck, E. C. (2014). The impact of text-to-speech on expository reading for adolescents with LD. Journal of Special Education Technology, 29(1), 21-33.

Montali, J., & Lewandowski, L. (1996). Bimodal reading: Benefits of a talking computer for average and less skilled readers. Journal of learning disabilities, 29(3), 271-279.

References

Csapó, Á., Wersényi, G., Nagy, H., & Stockman, T. (2015). A survey of assistive technologies and applications for blind users on mobile platforms: a review and foundation for research. Journal on Multimodal User Interfaces, 9(4), 275-286.

Cunningham, R. T. (2011). Understanding Synthetic Speech and Language Processing of Students With and Without a Reading Disability (Unpublished doctoral dissertation). University of Toronto, Toronto.

Dalton, B., & Strangman, N. (2006). Improving Struggling Readers' Comprehension Through Scaffolded Hypertexts and Other Computer-Based Literacy Programs. In M. C. McKenna, L.D. Labbo, R. D. Kieffer, & D. Reinking, International handbook of literacy and technology (Vol 2) (pp. 75-92). Mahwah, NJ: Lawrence Erlbaum Associates Publishers.

Draffan, E. A., Evans, D. G., & Blenkhorn, P. (2007). Use of assistive technology by students with dyslexia in post-secondary education. Disability and Rehabilitation: Assistive Technolog y, 2(2), 105-116.

Forgrave, K. E. (2002). Assistive technology: Empowering students with learning disabilities. The Clearing House, 75(3), 122-126.

Meyer, N. K., & Bouck, E. C. (2014). The impact of text-to-speech on expository reading for adolescents with LD. Journal of Special Education Technology, 29(1), 21-33.

Montali, J., & Lewandowski, L. (1996). Bimodal reading: Benefits of a talking computer for average and less skilled readers. Journal of learning disabilities, 29(3), 271-279.

# data[].attributes.attachment_link.description
References Click the "References" link above to hide these references. Csapó, Á., Wersényi, G., Nagy, H., & Stockman, T. (2015). A survey of assistive technologies and applications for blind users on mobile platforms: a review and foundation for research. Journal on Multimodal User Interfaces, 9(4), 275-286. Cunningham, R. T. (2011).

# data[].attributes.body
Low-tech option to aid with communication

# data[].attributes.body
"Articulation Station" and other apps aid with expressive language

# data[].attributes.body
A visual picture to aid with executive functioning and predictability

# data[].attributes.body
Visual timers to aid with executive functioning, time management, predictability, transitioning

# data[].attributes.body
Can help in teaching and understanding social skills

# data[].attributes.body
Interactive tools to learn and practice social skills

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Weighted vest, trampoline, fidgets, chewies, noise canceling headphones, brushes, sensory balls etc. 

# data[].attributes.body
Clear, short sentences

Repeat instructions

Role play

Positive reinforcement & reinforcers

Predictable routine

Praise

Clear expectations

Frequent breaks

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Braille keyboard enables student to type directly into computer

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Student can read, take notes and share documents directly in Google Classroom

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We use cookies to make your experience better. To comply with the new e-Privacy directive, we need to ask for your consent to set the cookies. Learn more

Ascending direction set successfully

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Humanware - - Low vision & blindness solutions

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The store will not work correctly in the case when cookies are disabled. JavaScript seems to be disabled in your browser. For the best experience on our site, be sure to turn on Javascript in your browser. We use cookies to make your experience better.

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Use large paper and increase font size if helpful and large print keyboards

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Teacher can wear microphone that amplifies to either the whole class or individual student.

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On large device

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Preferential seating

Access to recorded and/or braille notes prior to class

Speaking in front of student, mouthing words

More to follow in "Deafness" section

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Converts ASL to text and the other way around to aid in communication

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A scribe can write notes during class to aid in taking notes

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Access to notes and materials prior to class

Preferential seating

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https://do2learn.com/disabilities/CharacteristicsAndStrategies/Overview.html

https://www.fcps.edu/academics/academic-overview/special-education-instruction/procedural-support-disability-categories

https://files.eric.ed.gov/fulltext/EJ967467.pdf

https://www.verywellhealth.com/assistive-technology-for-autism-5076159

https://store.humanware.com/hus/braille-devices/braille-notetakers

https://www.nationaldb.org/info-center/educational-programs/program-planning/

https://www.parentcenterhub.org/deafblindness/#school

https://www.parentcenterhub.org/hearingloss/#education

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DEVELOPMENT DELAYS- WHAT DOES THIS MEAN ?

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DEVELOPMENT DELAYS- WHAT DOES THIS MEAN ?

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- NICOLE TWYNHAM -

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What Do You Need To Know About Developmental Delays?

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Am Fam Physician. 2017;96(1):36-43

Author disclosure: No relevant financial affiliations.

Article Sections

An estimated 15% of children in the United States have at least one developmental delay, yet less than one-fifth of those children receive early intervention services before three years of age. Many barriers exist to implementing initial screening and referral, but screening tools can be easily incorporated into the workflow of the primary care practice with preparation. The use of a validated screening tool at regular, repeated intervals, in addition to physician surveillance at well-child visits, may improve early detection. Early intervention is effective in high-risk children and associated with improvements in cognitive and academic performance. Parent-completed tools are preferable to directly administered tools in the primary care setting because of time constraints. The most extensively evaluated parent-completed tools are the Ages and Stages Questionnaire and the Parents' Evaluation of Developmental Status. Family physicians should be familiar with currently available screening tools and the limitations and strengths of these tools. Additional evaluations and referrals are recommended if screening suggests developmental delays are present.

The prevalence of any developmental delay is estimated at 15% in U.S. children three to 17 years of age.1 Only 3% of all children received public early intervention services by three years of age in 2014.2 The percentage of school-aged children receiving public intervention services reaches a peak of 12.5% between the ages of nine and 12 years.2 Risk factors for developmental delay include male sex, lower socioeconomic status, perinatal risk factors, and lower level of maternal education. Table 1 indicates the prevalence of delays in specific domains such as cognition and language. Identification of developmental delays and their etiology allows for the implementation of interventions and treatment plans specific to the disorder.

Parental concern and surveillance alone are often inadequate for identifying children with developmental delays. One study from 1987 showed that without routine screening, only 29% of children with developmental issues were identified before kindergarten.6 More recently, a randomized controlled trial found that children who underwent routine screening were more likely to have delays detected (23% to 26% vs. 13% of children not routinely screened; P < .001) and receive earlier referrals to early intervention and evaluation.7 Early intervention is particularly effective for children who have risk factors for developmental delays. Studies have shown that children who have received early intervention services experience improvements in cognitive and academic performance and engage less in risky behaviors such as alcohol, tobacco, and drug use, and high-risk sexual activity.

The U.S. Preventive Services Task Force (USPSTF) specifically addresses screening for autism and speech and language delays, but it does not address broader developmental screening. Its recommendations state that there is insufficient evidence to assess the balance of benefits and harms of screening for autism and speech and language delays in asymptomatic children younger than five years. The American Academy of Family Physicians affirms both of the task force's recommendations. The USPSTF did not find adequate evidence to support surveillance (i.e., active monitoring for concerns and identification of risk based on history and physical examination) by primary care physicians to identify whether further evaluation for speech and language delays and disorders is warranted, nor were there sufficient data that children who screen positive for autism or communication disorders in the primary care setting will benefit from interventions. There is also some difficulty in distinguishing speech disorders from delays with available screening tools.

The Canadian Task Force on Preventive Health Care also recommends against screening for developmental delay using standardized tools in children one to four years of age when there are no signs of delay or concern on the part of the physician or parent.12 In contrast, the American Academy of Pediatrics (AAP) recommends three developmental screenings (using standardized tools) by the age of three years (at nine, 18, and 24 or 30 months of age) in addition to surveillance at every well-child visit.13 It also recommends autism screening at 18 and 24 months of age, with additional evaluation of motor development at 48 months.14 All three U.S. organizations agree that when there is parental concern for developmental delay, a standardized tool should be used to assess the child.

Developmental delay can be identified with reasonable accuracy using a validated screening tool.15 However, in 2011 it was reported that only 48% of pediatricians were using a standardized developmental screening tool in practice.16 According to a report from the Centers for Disease Control and Prevention, 52% of parents said they were informally asked about their child's development, and 21% reported filling out a questionnaire.17

There are multiple challenges to screening for developmental delays in routine clinical practice. In one study, 82% of primary care physicians cited ongoing time constraints as the most prominent barrier.18 Other barriers to screening include competing clinical demands, long waits for children to be seen by subspecialists, lack of available subspecialists for referral, staffing requirements, lack of consensus on the best screening tools, and lack of physician confidence in their training and ability to successfully manage children's behavioral and emotional issues. Additional barriers noted were high staff turnover with subsequent need for training in administration of the tools and lack of reimbursement.26

Developmental screening tests cannot be used to make a diagnosis of a developmental disorder; therefore, it is important to use a tool that is as accurate as possible to minimize underdetection and over-referrals.27 No ideal initial screening tool has been identified by the literature. An ideal test would cover all areas of development, be equally applicable to all ages, have construct validity, and have a lower number of false-negatives and false-positives.27 The AAP recommends broad screening tools that address the following developmental domains: fine and gross motor skills, language and communication, problem-solving and adaptive behavior, and personal-social skills. Screening tools should be culturally sensitive and in the native language of the patient being screened.13 Table 2 lists commonly used developmental screening tools suitable for the typical busy primary care practice.13, 15, 18, 27- 32 More details about a particular test, such as languages available or relevance to a specific culture, can be found at the various test websites.

Sensitivity, specificity, validity, and reliability are measures that reflect the accuracy and potential usefulness of a particular tool. Table 2 includes psychometric values for four developmental delay screening tools.13, 15, 18, 27- 32 Physicians must balance the sensitivity and specificity of available tests, ensuring that children with delays are not erroneously ruled out (false-negatives) while also minimizing the number of children who are misidentified as having a delay and subsequently referred for unnecessary evaluation (false-positives). Higher sensitivity tests result in greater false-positive rates, whereas those with higher specificity result in greater false-negative rates. An acceptable sensitivity for a developmental screening tool is 70% to 80%, and the accepted standard for specificity is approximately 80%.

Reliable developmental screening tools are those that have been tested on a large sample of children who have characteristics representative of the general child population or the population in which the test is being used.33 It is important to know whether screening tools that are embedded in electronic health records (EHRs) are valid because a shortened version of a tool may degrade its validity and reliability.

There are two types of formal developmental screening tools: parent-completed (based on the parent's report alone) and directly administered (based on direct physician observation of the child). Directly administered tools are more comprehensive, but take longer to complete. They are best used as follow-up to an abnormal initial parent-completed screening test, and are typically conducted at a subspecialty consultation.

Parent-completed tools are an effective, efficient, relatively inexpensive, and practical way to screen for developmental delay in busy practices. Parents can complete them online via the practice's web portal, by mail in advance, or in the waiting room before the appointment. Several validated parent-completed tools have a sensitivity and specificity similar to those of directly administered tools. These tools also meet two important elements of the patient-centered medical home: they engage parents as active participants in their child's health and facilitate the parent-child-physician relationship.

Two of the most extensively evaluated parent-completed tools are the Parents' Evaluation of Developmental Status (PEDS) and the Ages and Stages Questionnaire (ASQ). Both of these tools are available online. The PEDS tool can be used to assess infants and children up to eight years of age. It is comprised of eight yes or no questions and two open-ended questions written at a fourth- to fifth-grade reading level and takes two minutes for the parent to complete. An electronic version that can be integrated into the EHR is available at http://www.pedstest.com. This website also offers an electronic version of the Modified Checklist of Autism in Toddlers.

For all ages combined, the PEDS tool has a sensitivity of 75% and a specificity of 74%.15 Psychometric properties are maintained across parental education level, socioeconomic status, and child-rearing experience.15 There is no numeric scoring18; children are instead placed in low-, medium-, and high-risk categories. In general, children found to be at medium or high risk require referral for further evaluation. In one study of urban pediatric clinics, physicians identified developmental problems more accurately and earlier during visits after implementing use of the PEDS tool. The physicians also reported that by using the tool, the efficiency of their visits and appropriate follow-up care improved.36

The ASQ-3, the third edition of the questionnaire, includes a series of 21 age-specific questionnaires that cover ages one month through five and a half years. Five developmental domains are evaluated (i.e., fine motor; gross motor; language and communication; problem-solving and adaptive behavior; and personal and social performance), with six items to evaluate skills in each area. In addition, general parental concerns are assessed in a 10-question section. There is a pass/fail score to measure each domain, as well as an overall pass/fail score. The questionnaires are written at a fourth- to sixth-grade reading level and take 10 to 15 minutes for parents to complete. They also take one to three minutes to score.30 The ASQ-3 is available at http://agesandstages.com.

The overall sensitivity of the ASQ-3 is 86%, with an average specificity of 85%.30 Test-retest and inter-rater reliability are strong (r = 0.94).18 One study (n = 334) directly compared the ASQ-3 with the PEDS and found sensitivities of 82% and 74% and specificities of 78% and 64%, respectively. ASQ-3 had moderate sensitivity and specificity across all age subgroups. The PEDS had either low sensitivity or low specificity in most of the age subgroups.39 Studies looking at implementation of the ASQ in busy health care settings found it was feasible and inexpensive to incorporate into practice and did not impede workflow. Other available parent-completed tools for developmental screening include the Infant Development Inventory and the Child Development Review-Parent Questionnaire. More information about these tools can be found in Table 2.13, 15, 18, 27- 32

The AAP recommends that, in addition to a general developmental screening tool, an autism-specific tool should be administered at 18- and 24-month visits for all children.13 Neither the PEDS nor the ASQ screens specifically for autism. A resource that offers a suite of online screening tools including the ASQ and the Modified Checklist of Autism in Toddlers is Patient Tools ( http://www.patienttools.com). A similar resource is the Child Health and Development Interactive System ( http://www.chadis.com/site). The available online screening tools are made to integrate with and incorporate testing data into EHRs.

No screening tools have been well validated in children with gross and fine motor delays.41 For this reason, the AAP published a guideline in 2013 specifically regarding evaluation for motor delays.14 The guideline supports the use of a screening tool, but also recommends assessment of gross and fine motor function via a review of motor milestones at every preventive visit in the first four years. If there is concern for possible developmental delay, a detailed neurologic examination is recommended, including use of the scarf sign and popliteal angle maneuvers to assess for muscle tone. If muscle tone is high, magnetic resonance imaging of the brain is recommended. If muscle tone is low to normal, laboratory evaluation with creatine phosphokinase, thyroxine, and thyroid-stimulating hormone is recommended. Chromosome testing and subspecialist evaluation may also be advisable. The Harris Infant Neuromotor Test is another option for completing motor delay-specific screening. This test combines aspects of the parent-completed questionnaire and specific examination elements performed at the office visit and covers many of the recommendations from the 2013 AAP guideline.44 A resource for learning more about evaluating for motor delay is available at http://www.childmuscleweakness.org.

When a developmental delay is suspected or identified using a screening tool, further evaluation is necessary (Figure 1 45 ). A detailed developmental assessment and comprehensive medical evaluation should be scheduled in a timely fashion, in addition to referral for early developmental and intervention services.6 Evaluation and referral patterns among physicians have been shown to be inconsistent because of the barriers noted previously. Additionally, tracking of referrals to ensure that services are received can be complex.

A state-by-state listing of early intervention programs can be found at http://www.cdc.gov/ncbddd/actearly/parents/state-text.html. For children older than three years, a local public school should be contacted for evaluation services. For more extensive developmental testing, referral to a developmental pediatrician, child psychiatrist, or pediatric neurologist should be considered. Children who do not qualify for participation in state early intervention programs may have coverage through private insurance. For parents with concerns about speech or language delays, referral to speech therapy is indicated. Motor delays can be evaluated by one or more pediatric neurology, physical therapy, or occupational therapy subspecialists. Table 3 lists various evaluations, tests, and services that may be needed depending on the type of delay suspected, as well as referral options for subspecialists and programs. Social workers or case workers may be helpful for families requiring assistance with transportation to therapies or service coordination. The Center for Parent Information and Resources ( http://www.parentcenterhub.org) provides an extensive selection of resources on a variety of subjects affecting families. Resources regarding patient care are listed in Table 4. Family physicians, as part of the patient-centered medical home, are integral to coordinating the evaluations of children in their practice.

Data Sources: A PubMed search was completed in Clinical Queries using the key terms developmental screening, developmental delay screening, and developmental screening tools. Also searched were the Agency for Healthcare Research and Quality, the Canadian Task Force on Preventive Health, the Cochrane database, Essential Evidence Plus, the Centers for Disease Control and Prevention, and UpToDate. Search dates: October 15, 2015, and December 23, 2016.

The views expressed in this material are those of the authors, and do not reflect the official policy or position of the U.S. government, the Department of Defense, or the Department of the Air Force.

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Developmental Delay: When and How to Screen

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An estimated 15% of children in the United States have at least one developmental delay, yet less than one-fifth of those children receive early intervention services before three years of age. Many barriers exist to implementing initial screening and referral, but screening tools can be easily incorporated into the workflow of the primary care practice with preparation.

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Specific Learning Disability- Aviance Addison

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Specific Learning Disability- Aviance Addison

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Brief Overview of Specific Learning Disabilities and The Things One Should Know.

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SLD-Spectrum Full Circle- Aviance Addison

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SLD-Spectrum Full Circle- Aviance Addison

# data[].attributes.body
A specific learning disability is a disorder in one or more of the psychological processes involved in understanding or in using language, spoken or written; that can manifest itself in an imperfect ability to listen, think, speak, read, write, spell or do mathematical equations.

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-Identifying and helping students improve their area of need. Being proactive before the need becomes a weakness.
-Adjusting the methods of learning, coursework task, and readings. Modifying fits the needs of each student.
-Targeted Instruction- what once for the class will not always work for all, even when there are modifications to learning. Small Group is a pivotal intervention, this truly helps capture the needs of all most effectively.

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-Read and Write Tool
-Timer
-Ipad/Chromebook
-Headset/ Headphones-
-Note and Outlines
-Text To Speech

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A Few Accommodations That Can Be Implemented For SLD Students

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** Accommodations are put in place to assist a student who has a specific learning disability.
- Above is a few selections of accommodations that can be implemented to a student with a SLD.  There are many that can be implemented depending on the student and the needs of the student as well as the specific learning disability.
+Extended Time, +Chunking, +Diagrams, + Checking For Understanding.

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Visual Impairment is a term used for any kind of vision loss. whether it is partial blindness or someone who cannot see at all. There are also some people who are considered legally blind.

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Visual Impairment Accommodations- Aviance Addison 

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Visual Impairment Accommodations- Aviance Addison 

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Students with visual impairment can receive accommodations that are typical for students with blindness. -Braille
-Audiotapes
-Verbal descriptions of visual aids
-Computer with optical character reader
-Electronically formatted notes and handouts

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Emotional disturbance inhibits a child's educational performance.

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Emotional disturbance-Nicole Twynham. Interventions. What is the definition?

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Emotional disturbance-Nicole Twynham. Interventions. What is the definition?

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Teaching Emotionally Disturbed (Behavior) Students can help a child to succeed. 

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Teaching strategies for emotional disturbance

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Teaching strategies for emotional disturbance

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Evidence based interventions for students with behavioral disorders.

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Evidence based interventions for students with behavioral disorders.

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Accommodations for emotional behaviors.  Nicole.

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Accommodations for emotional behaviors.  Nicole.

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Strategies for students with emotional disturbance

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Strategies for students with emotional disturbance

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Strategies for students with emotional disturbance

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Strategies for students with emotional disturbance

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NICOLE TWYNHAM

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Assistive technology for children with DD. 

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Assistive technology for children with DD. 

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Audiobooks
Text-to-Speech Software
FM Systems

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Special Needs Resource and Training Blog

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Assistive Technology to Help Students with Developmental Delays Succeed Academically - Special Needs Resource and Training Blog

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Developmental delays can affect almost every area of a child’s life. This broad issue can cover any possible milestone that a child doesn’t meet according to the expected timeline, including speech or movement. While children with developmental delays can still be successful, it will require some ad…

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Interventions for students who are visually impaired varies by the student but here are a few that will enhance the well-being to each student.
-Provide experience- they may not be able to see them but hands on experience is the best way of learning.
-Tactually interesting and toys or materials. Texture is an identifiable component without being able to see the object visually.
-Reduce Auditory Distractions - No TV or Music, Allow the senses to focus on the object or hand at task.

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Early interventions for children with developmental delay. Nicole Twynham.

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Early interventions for children with developmental delay. Nicole Twynham.

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We drive through green fields of tea plantations and banana and jackfruit trees, maneuvering through uneven roads, racing against the afternoon rains. At Kassanda District, 110 kilometers from Kampala, the capital of Uganda, we are greeted by a representative of the Chief Administration Office and his team. They share details about UNICEF's partnership with the district to pilot early identification of and support for children with developmental delays and disabilities. The initiative implemented by Finn Church Aid is funded by the H&M Foundation and the Governments of Sweden and Norway. Through training of village health workers and awareness creation activities in the communities, among other interventions, the pilot has been a success, raising demand for the same services in neighbouring districts.

During a visit to Bukuya Health Centre, one can't miss women in colorful outfits with babies and toddlers on their laps, seeking shelter from the sweltering sun under a building decorated with a banner featuring the pilot project. The Village Health Team (VHT) members present demonstrate how they utilize the Malawi Disability Assessment Tool to assess children for developmental delays and disabilities.

Joseph Muyanja, one of the Village Health Team (VHT) members, places a cloth on the ground and sits down. Jennifer Nankunda, a young woman with a 14-month-old toddler, Owen Namanya, sits down in front of the VHT. Her husband, Aloysius Niwamanya, sits on a bench behind her following attentively at what is taking place. From his backpack, Muyanja pulls out a form and several assessment kit items, including a measuring tape and various toys like a straw doll, all made with local materials.

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Early identification and interventions for children with developmental delays and disabilities

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We drive through green fields of tea plantations and banana and jackfruit trees, maneuvering through uneven roads, racing against the afternoon rains. At Kassanda District, 110 kilometers from Kampala, the capital of Uganda, we are greeted by a representative of the Chief Administration Office and his team.

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Early interventions for children with developmental delays include. Nicole Twynham.

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Early interventions for children with developmental delays include. Nicole Twynham.

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Differentiated Instruction

Though students with special needs enjoy interacting with their peers during

collaborative, open-ended activities, they learn the most from explicit, slow-paced,

and repetitive small-group instruction. Consider dividing your instruction time into

three parts:

•

inclusive whole-class instruction;

•

a period of practice and consolidation that varies according to the child’s needs;

•

and final, whole-group reflection.

Use the practice period to re-teach the concept as explicitly and clearly as possible to

your students with diverse learning needs, while middle-of-the road students practice

and correct the new skill in pairs, and advanced students apply the skill to something

they are learning in a different part of the curriculum. How can you find the time to

plan for three kinds of practice? By simplifying the mode of your presentation and

relying on well-understood classroom routines (Manship et al., 2016; Chard et al., 2002).

Routines and Behavioral Accommodations

Many candidates with special needs have poor executive function skills. These children

have difficulty organizing, planning, and accommodating change efficiently. Create and

explicitly teach classroom rules and routines that help children understand what they

are supposed to do and how to do it. Then practice!

Whether it’s learning strategies for handling waiting

or knowing what to do when they need help, children

take pride in knowing what they are supposed to

do and then doing it. This is particularly helpful for

children who have difficulty managing their emotions.

Help them identify their triggers, then work together

to find strategies for managing overwhelming feelings,

like a quiet bottle or a pass to go out in the hall and

get a drink (Diamond & Lee, 2011; Albright et al., 2011).

Mastering Foundational Skills

Removing distractions and teaching children strategies

for preventing costly melt-downs is a good beginning.

But it’s not enough to promote academic success.

Key academic domains like reading and math depend

on a small number of foundational skills that children have mastered to the point

of automaticity. The importance of these foundational skills was long overlooked,

since most children can pick them up incidentally. Scientists now know that about

30 percent of children cannot learn these skills unless they are taught explicitly.

Once the skills are learned, struggling children need to practice them many, many

more times than their peers before the skills become automatic.

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Assistive Technology is a device, piece of equipment or product system that is used to increase, maintain or improve functional capabilities of individuals with disabilities. There are low tech and high tech, voice recognition software and augmentative communication devices.
-Service Dogs
-Canes
-Electronic Mobility Aids

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Intellectually below average general intellectual functioning, concurrently existing with deficits in adaptive behavior and manifested during the developmental period.

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 Keep class rules/activities simple and clear. Reward positive behaviors.

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Emotional Behavior Disorder in Classrooms - Strategies. Nicole.

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Emotional Behavior Disorder in Classrooms - Strategies. Nicole.

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Allow for mini-breaks.
Fair treatment for all.
Use motivational strategies.

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Students who suffer from Emotional and Behavioral Disorders, or EBD, often find it very difficult to control their behavior and focus on their work in the classroom. EBD students also commonly lack the impulse control and the emotional balance that is necessary to handle social interactions with other students effectively.

This can be challenging for you as their teacher, especially in an inclusive classroom where only a portion of the students have EBD-but there are ways to help all students in your classroom feel welcomed and ready to learn. EBD students' behavior can be moderated by implementing a classroom management plan that is specially tailored to meet the specific needs of these students.

Here are five effective strategies you can use to help EBD kids work well in an inclusive classroom.

1. Keep class rules/activities simple and clear

Your EBD students (as well as some of your more focused students) will most likely struggle if you impose a long list of complicated rules and demands. Try to keep your classroom guidelines broad and simple-no more than 3 to 5 main rules. Let students know about them on the first day of class, and post them in the classroom as well. An example list might be:

Along with simple and clear rules, there should be simple and clear teaching activities. Using activities that don't have complicated directions allow students with EBD to follow along and interact with the rest of the class. Some activity examples are:

By including clear activities in your classroom, your students will engage and interact with the lesson plan, ensuring that they learn alongside other students.

2. Reward positive behaviors

While you will, at times, have to discipline children for improper behavior, remember that rewarding positive behavior is ultimately far more effective in the long run. Many students with Emotional and Behavioral Disorder tend to take any discipline as a personal attack, and because of this, they often learn very little from it.

Try to celebrate the successes of these students more than you reprimand or punish their mistakes. When they receive positive feedback and rewards, they start to see that there is a positive benefit to good behavior. They will then start to see you as more of an ally than an adversary, and this will in turn motivate them to want to behave and do well in your classroom.

3. Allow for mini-breaks

A lot of EBD kids lack the emotional balance and maturity needed to remain focused and on-task for long periods. Instead of reprimanding these students for their lapses, build in short rest periods or mini-breaks into the school day.

Take time to periodically stop teaching and allow students to catch up if need be. Give them time to finish their assignment, and allow those who have finished to stretch, get out of their seats, and move around a bit. This will allow them to burn off any excess energy that might have built up from sitting still for a long period of time. (And it's good time for you to stretch, too!)

4. Fair treatment for all

Students with Emotional and Behavioral Disorders also often don't respond very well to situations that appear unfair to them. This can trigger a cascade of negative emotions and acting-out behavior.

To ensure that you are treating all of your students in a consistently fair manner, don't bend your established rules for any student. Enforce the expected consequences every time, with every student. Allowing exceptions opens you up to accusations of being unfair.

5. Use motivational strategies

Unfortunately, Emotional and Behavioral Disorder students tend to have had a lot of negative experiences in school. Therefore they often lack the desire or motivation to try to succeed.

To avoid disruptive or off-task behaviors, take some extra steps to motivate these students. Offer them incentives for academic successes, large and small. Celebrate their hard work, and praise their good efforts consistently. This can go a long way in giving these students the motivation to excel in your class.

While having EBD kids in your classroom can at first seem daunting, these are proven ways to help cultivate and keep a harmonious spirit of learning. More good news: many of these strategies for success can help your non-EBD students as well.

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Tips for Handling Emotional Behavior Disorder in Classrooms | Resilient Educator

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Emotional Behavior Disorder (EBD) can hinder classwork. With these tips, teachers can learn ways to help students learn at their own speed!

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Assistive Technologies used for intellectually disabled individuals are paramount to their quality of life. Such as:
-Hearing Aids
-Wheelchairs
-Prosthetics
-Communication Boards
-Therapeutic footwear
-Pencil Grip

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Otitis Media
What is otitis media?
Otitis media is an inflammation in the middle ear (the area behind the eardrum) that is usually associated with the buildup of fluid. The fluid may or may not be infected.

Symptoms, severity, frequency, and length of the condition vary. At one extreme is a single short period of thin, clear, noninfected fluid without any pain or fever but with a slight decrease in hearing ability. At the other extreme are repeated bouts with infection, thick "glue-like" fluid and possible complications such as permanent hearing loss.

Fluctuating conductive hearing loss nearly always occurs with all types of otitis media. In fact it is the most common cause of hearing loss in young children.
How common is otitis media?
Otitis media is the most frequently diagnosed disease in infants and young children (1). Seventy-five percent of children experience at least one episode of otitis media by their third birthday. Almost one-half of these children will have three or more ear infections during their first 3 years of life (2). Health costs for otitis media in the United States have been reported to be $3 billion to $5 billion per year (3).
Why is otitis media so common in children?
The eustachian tube, a passage between the middle ear and the back of the throat, is smaller and more nearly horizontal in children than in adults. Therefore, it can be more easily blocked by conditions such as large adenoids and infections. Until the eustachian tube changes in size and angle as the child grows, children are more susceptible to otitis media.
How can otitis media cause a hearing loss?
Three tiny bones in the middle ear carry sound vibrations from the eardrum to the inner ear. When fluid is present, the vibrations are not transmitted efficiently and sound energy is lost. The result may be mild or even moderate hearing loss. Therefore, speech sounds are muffled or inaudible.

Generally, this type of hearing loss is conductive and is temporary. However when otitis media occurs over and over again, damage to the eardrum, the bones of the ear, or even the hearing nerve can occur and cause a permanent, sensorineural hearing loss.
Can hearing loss due to otitis media cause speech and language problems?
Children learn speech and language from listening to other people talk. The first few years of life are especially critical for this development.

If a hearing loss exists, a child does not get the full benefit of language learning experiences.

Otitis media without infection presents a special problem because symptoms of pain and fever are usually not present. Therefore, weeks and even months can go by before parents suspect a problem. During this time, the child may miss out on some of the information that can influence speech and language development.
How can I tell if my child might have otitis media?
Even if there is no pain or fever, there are other signs you can look for that may indicate chronic or recurring fluid in the ear:

Inattentiveness

Wanting the television or radio louder than usual

Misunderstanding directions

Listlessness

Unexplained irritability

Pulling or scratching at the ears

What should I do if I think that otitis media is causing a hearing, speech, or language problem?
A physician should handle the medical treatment. Ear infections require immediate attention, most likely from a pediatrician or otolaryngologist (ear doctor). If your child has frequently recurring infections and/or chronic fluid in the middle ear, two additional specialists should be consulted: an audiologist and a speech-language pathologist.

An audiologist's evaluation will assess the severity of any hearing loss, even in a very young or uncooperative child, and will indicate if a middle ear disorder is present.

A speech-language pathologist measures your child's specific speech and language skills and can recommend and/or provide remedial programs when they are needed.
Will my physician refer my child for these special evaluations?
As a parent, you are the best person to look for signs that suggest poor hearing. The American Academy of Pediatrics recognizes this when it states, "Any child whose parent expresses concern about whether the child hears should be considered for referral for behavioral audiometry without delay".

Parents should not be afraid to let their instincts guide them in requesting or independently arranging for further evaluation whenever they are concerned about their children' s health or development.

Congenital Causes

The term congenital hearing loss implies that the hearing loss is present at birth. It can include hereditary hearing loss or hearing loss due to other factors present either in utero (prenatal) or at the time of birth.

Genetic factors are thought to cause more than 50% of all incidents of congenital hearing loss in children (4). Genetic hearing loss may be autosomal dominant, autosomal recessive, or X-linked (related to the sex chromosome).

In autosomal dominant hearing loss , one parent who carries the dominant gene for hearing loss and typically has a hearing loss passes it on to the child. In this case there is at least a 50% probability that the child will also have a hearing loss. The probability is higher if both parents have the dominant gene (and typically both have a hearing loss) or if both grandparents on one side of the family have hearing loss due to genetic causes. Because at least one parent usually has a hearing loss, there is prior expectation that the child may have a hearing loss.

In autosomal recessive hearing loss , both parents who typically have normal hearing, carry a recessive gene. In this case the probability of the child having a hearing loss is 25%. Because both parents usually have normal hearing, and because no other family members have hearing loss, there is no prior expectation that the child may have a hearing loss.

In X-linked hearing loss, the mother carries the recessive trait for hearing loss on the sex chromosome and passes it on to males, but not to females.

There are some genetic syndromes,in which, hearing loss is one of the known characteristics. Some examples are Down syndrome (abnormality on a gene), Usher syndrome (autosomal recessive), Treacher Collins syndrome (autosomal dominant), Crouzon syndrome (autosomal dominant), and Alport syndrome (X-linked).

Other causes of congenital hearing loss that are not hereditary in nature include prenatal infections, illnesses, toxins consumed by the mother during pregnancy or other conditions occurring at the time of birth or shortly thereafter. These conditions typically cause sensorineural hearing loss ranging from mild to profound in degree. Examples include:

Intrauterine infections including rubella (German measles), cytomegalovirus, and herpes simplex virus

Complications associated with the Rh factor in the blood

Prematurity

Maternal diabetes

Toxemia during pregnancy

Lack of oxygen (anoxia)

Acquired Causes

Acquired hearing loss is a hearing loss which appears after birth, at any time in one's life, perhaps as a result of a disease, a condition, or an injury. The following are examples of conditions that can cause acquired hearing loss in children are:

Ear infections (otitis media) (link to specific section above)

Ototoxic (damaging to the auditory system) drugs

Meningitis

Measles

Encephalitis

Chicken pox

Influenza

Mumps

Head injury

Noise exposure

Finding Help
How can I find an audiologist or speech-language pathologist?
Search ASHA ProFind or contact the American Speech-Language-Hearing Association's Action Center, 2200 Research Boulevard #425, Rockville, Maryland 20850. Phone: 800-638-8255 or 301-296-5700.
Where can I find a pediatric audiology facility?
Search EHDI-PALS, a website with a national pediatric audiology facilities directory and great educational resources for families.

References

1. Dhooge, I.J. (2003). Risk factors for the development of otitis media. Current Allergy and Asthma Reports, 3: 321-325.

2. National Institute on Deafness and Other Communication Disorders. (2002). Otitis media (ear infection) (NIH Publication No. 974216). Bethesda, MD: Author.

3. Alsarraf, R., Jung, C.J., Perkins, J., Crowley, C. & Gates, G.A. (1998). Otitis media health status evaluation: A pilot study for the investigation of cost-effective outcomes of recurrent acute otitis media treatment. Annals of Otology, Rhinology and Laryngology, 107: 120-128.

4. Canalis, R.F., & Lambert, P.R. (2000). The ear: Comprehensive otology. Philadelphia: Lippincott Williams & Wilkins.

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What is otitis media? Otitis media is an inflammation in the middle ear (the area behind the eardrum) that is usually associated with the buildup of fluid. The fluid may or may not be infected. Symptoms, severity, frequency, and length of the condition vary.

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Early intervention program services help young children with hearing loss learn language skills and other important skills. Research shows that early intervention services can greatly improve a child’s development. Technology

Many people who are deaf or hard-of-hearing have some hearing. The amount of hearing a deaf or hard-of-hearing person has is called “residual hearing”. Technology does not “cure” hearing loss, but may help a child with hearing loss to make the most of their residual hearing. For those parents who choose to have their child use technology, there are many options, including: Hearing Aids,Cochlear and Auditory Brainstem Implants,Bone-Anchored Hearing Aids.

Hearing aids

Cochlear or brainstem implants

Bone-anchored hearing aids

Other assistive devices

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Centers for Disease Control and Prevention

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No single treatment or intervention is the answer for every child or family. Good intervention plans will include close monitoring, follow-ups and any changes needed along the way. There are many different options for children with hearing loss and their families.

Some of the treatment and intervention options include:

Working with a professional (or team) who can help a child and family learn to communicate.

Getting a hearing device, such as a hearing aid.

Joining support groups.

Taking advantage of other resources available to children with a hearing loss and their families.

Early Intervention and Special Education

Early Intervention (0-3 years)

Hearing loss can affect a child's ability to develop speech, language, and social skills. The earlier a child who is deaf or hard-of-hearing starts getting services, the more likely the child's speech, language, and social skills will reach their full potential.

Early intervention program services help young children with hearing loss learn language skills and other important skills. Research shows that early intervention services can greatly improve a child's development.

Babies that are diagnosed with hearing loss should begin to get intervention services as soon as possible, but no later than 6 months of age.

There are many services available through the Individuals with Disabilities Education Improvement Act 2004 (IDEA 2004). Services for children from birth through 36 months of age are called Early Intervention or Part C services. Even if your child has not been diagnosed with a hearing loss, he or she may be eligible for early intervention treatment services. The IDEA 2004 says that children under the age of 3 years (36 months) who are at risk of having developmental delays may be eligible for services. These services are provided through an early intervention system in your state. Through this system, you can ask for an evaluation.

Special Education (3-22 years)

Special education is instruction specifically designed to address the educational and related developmental needs of older children with disabilities, or those who are experiencing developmental delays. Services for these children are provided through the public school system. These services are available through the Individuals with Disabilities Education Improvement Act 2004 (IDEA 2004), Part B.

Early Hearing Detection and Intervention (EHDI) Program

Every state has an Early Hearing Detection and Intervention (EHDI) program. EHDI works to identify infants and children with hearing loss. EHDI also promotes timely follow-up testing and services or interventions for any family whose child has a hearing loss. If your child has a hearing loss or if you have any concerns about your child's hearing, call toll free 1-800-CDC-INFO or contact your local EHDI Program coordinator to find available services in your state.

Technology

Many people who are deaf or hard-of-hearing have some hearing. The amount of hearing a deaf or hard-of-hearing person has is called "residual hearing". Technology does not "cure" hearing loss, but may help a child with hearing loss to make the most of their residual hearing. For those parents who choose to have their child use technology, there are many options, including:

Hearing aids

Cochlear or brainstem implants

Bone-anchored hearing aids

Other assistive devices

Hearing Aids

Hearing aids make sounds louder. They can be worn by people of any age, including infants. Babies with hearing loss may understand sounds better using hearing aids. This may give them the chance to learn speech skills at a young age.

There are many styles of hearing aids. They can help many types of hearing losses. A young child is usually fitted with behind-the-ear style hearing aids because they are better suited to growing ears.

Cochlear and Auditory Brainstem Implants

A cochlear implant may help many children with severe to profound hearing loss - even very young children. It gives that child a way to hear when a hearing aid is not enough. Unlike a hearing aid, cochlear implants do not make sounds louder. A cochlear implant sends sound signals directly to the hearing nerve.

Persons with severe to profound hearing loss due to an absent or very small hearing nerve or severely abnormal inner ear (cochlea), may not benefit from a hearing aid or cochlear implant. Instead an auditory brainstem implant may provide some hearing. An auditory brainstem implant directly stimulates the hearing pathways in the brainstem, bypassing the inner ear and hearing nerve.

Both cochlear and brainstem implants have two main parts. There are the parts that are placed inside the inner ear, the cochlea, or base of the brain, the brainstem during surgery; and the parts outside the ear that send sounds to the parts inside the ear.

Bone-Anchored Hearing Aids

This type of hearing aid can be considered when a child has either a conductive, mixed or unilateral hearing loss and is specifically suitable for children who cannot otherwise wear 'in the ear' or 'behind the ear' hearing aids.

Other Assistive Devices

Besides hearing aids, there are other devices that help people with hearing loss. Following are some examples of other assistive devices:

FM System
An FM system is a kind of device that helps people with hearing loss hear in background noise. FM stands forfrequency modulation. It is the same type of signal used for radios. FM systems send sound from a microphone used by someone speaking to a person wearing the receiver. This system is sometimes used with hearing aids. An extra piece is attached to the hearing aid that works with the FM system.

Captioning
Many television programs, videos, and DVDs are captioned. Television sets made after 1993 are made to show the captioning. You don't have to buy anything special. Captions show the conversation spoken in soundtrack of a program on the bottom of the television screen.

Other devices
There are many other devices available for children with hearing loss. Some of these include:

Text messaging

Telephone amplifiers

Flashing and vibrating alarms

Audio loop systems

Infrared listening devices

Portable sound amplifiers

TTY (Text Telephone or teletypewriter)

Medical and Surgical

Medications or surgery may also help make the most of a person's hearing. This is especially true for a conductive hearing loss, or one that involves a part of the outer or middle ear that is not working in the usual way.

One type of conductive hearing loss can be caused by a chronic ear infection. A chronic ear infection is a build-up of fluid behind the eardrum in the middle ear space. Most ear infections are managed with medication or careful monitoring. Infections that don't go away with medication can be treated with a simple surgery that involves putting a tiny tube into the eardrum to drain the fluid out.

Another type of conductive hearing loss is caused by either the outer and or middle ear not forming correctly while the baby was growing in the mother's womb. Both the outer and middle ear need to work together in order for sound to be sent correctly to the inner ear. If any of these parts did not form correctly, there might be a hearing loss in that ear. This problem may be improved and perhaps even corrected with surgery. An ear, nose, and throat doctor (otolaryngologist) is the health care professional who usually takes care of this problem.

Placing a cochlear implant, auditory brainstem implant, or bone-anchored hearing aid will also require a surgery.

Learning Language

Without extra help, children with hearing loss have problems learning language. These children can then be at risk for other delays. Families who have children with hearing loss often need to change their communication habits or learn special skills (such as sign language) to help their children learn language. These skills can be used together with hearing aids, cochlear or auditory brainstem implants, and other devices that help children hear.
Read about learning language
Family Support Services

For many parents, their child's hearing loss is unexpected. Parents sometimes need time and support to adapt to the child's hearing loss.

Parents of children with recently identified hearing loss can seek different kinds of support. Support is anything that helps a family and may include advice, information, having the chance to get to know other parents that have a child with hearing loss, locating a deaf mentor, finding childcare or transportation, giving parents time for personal relaxation or just a supportive listener.

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early hearing detection and intervention

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Hearing Loss Treatment and Intervention Services | CDC

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No single treatment or intervention is the answer for every child or family. Good intervention plans will include close monitoring, follow-ups and any changes needed along the way.

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Students with intellectual disabilities have interventions to encourage participation in the classroom activities and discussions. Teachers should model acceptance and participation in the classroom also using gestures that support understanding.
-Collaborative Teams
-Family Centered Strategies-implemented at home and at school
-Maximize Self Sufficiency
-Fostering a community and environment that respects inclusion

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Assistive technology for children that suffer with hearing loss.

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Assistive technology for children that suffer with hearing loss.

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Assistive technology for the hearing impaired. Nicole 

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Assistive technology for the hearing impaired. Nicole 

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FM Systems in Schools

FM systems help students in many ways, including:

Letting them hear the teacher's voice.

Making the teacher's voice louder than other noises in the room. A classroom is a noisy place. The FM system lets your child hear the teacher above all of the noise.

Letting the student hear their own voice. This will let the student speak at a normal level and not yell.

Letting the student turn off his hearing aid. This lets them focus on what the teacher says and nothing else.

HATS. Sound-field systems let the teacher talk into a microphone. The teacher's voice comes through speakers placed around the room.

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Hearing assistive technology systems, or HATS, help children in school. Audiologists can help find the device for your child.

See Also: Hearing Assistive Technology

Being able to hear can help your child's speech and language development. It can also help with social skills and school success. HATS can help your child hear.

FM systems are the HATS used most often with children. These systems are easy to move around and are not easy to break. They are useful in noisy places, like your child's classroom.

It is good to start using HATS when your child gets her hearing aid or cochlear implant. Your audiologist will make sure that your child's hearing aid can work with HATS. The hearing aid will need certain features, like:

"T," or telecoil and telephone switches.

"M/T," or microphone and telecoil combination switches.

Direct audio input, or DAI. This allows the aid to connect with assistive listening systems.

Make sure to ask if your child's hearing aid has these features.

FM Systems in Schools

FM systems help your child in many ways, including:

Letting him hear the teacher's voice. The teacher's voice will sound the same no matter how far she is from your child.

Making the teacher's voice louder than other noises in the room. A classroom is a noisy place. The FM system lets your child hear the teacher above all of the noise.

Letting your child hear her own voice. This will let her speak at a normal level and not yell.

Letting your child turn off his hearing aid. This lets him focus on what the teacher says and nothing else.

Other HATS in Schools

Your child's school may use other HATS. Sound-field systems let the teacher talk into a microphone. The teacher's voice comes through speakers placed around the room. This lets all children hear the teacher. However, these systems are hard to use in a room with poor acoustics. Sounds bounce around rooms that have hard tables and no carpeting. It is hard to understand the teacher if his voice bounces around. Sound-field systems need good classroom acoustics.

Sound-field systems help all children, even those with normal hearing. They also help children who are learning English as a second language.

Getting HATS

An audiologist will help find the right system for your child. They can test your child and make sure that the system works for her. They will also help your child's teacher use the system. Your child may have an Individualized Education Program, or IEP. Your child may have HATS included as part of the services needed to help him in school.

To find an audiologist near you, visit ProFind.

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Hearing Assistive Technology Systems (HATS) for Children

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Hearing assistive technology systems, or HATS, help children in school. Audiologists can help find the device for your child. See Also: Hearing Assistive Technology Being able to hear can help your child's speech and language development. It can also help with social skills and school success. HATS can help your child hear.

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The best accommodations for students who are intellectually disabled is to provide the opportunity for students to learn and socialize to speak with typically developing peers. Accommodations also come in this form:
-Provide preferential seating
-Provide special lighting (sensitive to light)
-Provide minimal distractions
-Test to be administered in small group setting

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www.kidshealth.org

https://www.therapytravelers.com/strategies-teaching-students-intellectual-disabilities/

https://www.washington.edu/doit/what-are-typical-accommodations-students-blindness

https://www.smartkidswithld.org/getting-help/the-abcs-of-ieps/iep-planning-accommodations-modifications/#:~:text=Modifications%20are%20changes%20in%20what,daily%20feedback%20to%20a%20student.

https://www.ldatschool.ca/assistive-technology/

https://www.nichd.nih.gov/health/topics/learning/conditioninfo/treatment

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 Strategies for hearing impaired students. Nicole

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 Strategies for hearing impaired students. Nicole

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Some teaching strategies for the hearing impaired are :
To ensure that there are communication strategies in place such as: American sign language.
A seated plan:- Seated with an unobstructed view of the instructor and lesson materials.
Writing on a board and giving it directly to the student.
Encouraging self-advocacy skills for the student.

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Hearing Impairment: Teaching Strategies for an Inclusive Classroom

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Educational and social benefits abound when students with hearing loss participate in the classroom, with their peers. Better understand hearing impairment teaching strategies and program development for deaf and hard of hearing students with the help of Bright Hub. Through trained aides, assistive technology, and classroom accommodations, inclusion in community schools is a viable option.

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Modifications and Accommodations for the students who are hearing-impaired.  Nicole.

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Modifications and Accommodations for the students who are hearing-impaired.  Nicole.

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www.understood.org
Assistive Technology to Help Students with Developmental Delays Succeed Academically - Special Needs Resource and Training Blog (specialneedsresourceblog.com)
Early identification and interventions for children with developmental delays and disabilities | UNICEF Uganda
Cohort 31-Unit 3 Activity 2: Assistive Technology for Intervention (padlet.com)
Assistive Technology to Help Students with Developmental Delays Succeed Academically - Special Needs Resource and Training Blog (specialneedsresourceblog.com)
https://padlet.com/gabriellecohen1/cohort-31-unit-3-activity-2-assistive-technology-for-interve-sg50yz6bnw1ij52x/wish/2477069697
Cohort 31-Unit 3 Activity 2: Assistive Technology for Intervention (padlet.com)
https://resilienteducator.com/
www.asha.org
www.cdc.gov
www.brighthubeducation.com
http://www.pamf.org/hearinghealth/facts/children.html

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Accommodations consist of: Classroom seating, materials, and routines room Accommodations for DCD. Give teaching notes ahead of time or have a note. 

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Accommodations for children with developmental delay. Nicole Twynham

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Accommodations for children with developmental delay. Nicole Twynham

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Provide extra time to complete work.

Give directions slowly and in short sentences.

Pre-teach physical skills in small parts.

Teach specific handwriting strategies that show how to print letters consistently.

Give teaching notes ahead of time or have a note-taking buddy.

Use worksheets that reduce the need to copy, like fill-in-the-blanks or matching.

Use larger print for worksheets, notes, and textbooks.

Have the student dictate to a scribe or use speech-to-text software.

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For kids with developmental coordination disorder (DCD), trouble with motor skills can make it hard to learn in class. DCD, sometimes referred to as dyspraxia, impacts a wide range of tasks, skills, and activities. That includes everything from taking notes to doing things in the right order.

Students may struggle to get from classroom to classroom on time or change into gym clothes. They may have trouble applying the right amount of pressure when they use a pen or pencil to write. Or their handwriting may be so messy that it's unreadable.

What classroom accommodations can help with DCD? Here are some strategies teachers can use.

Classroom seating, materials, and routines

Seat the student closer to the board, teacher, and/or another student who could help.

Adjust chair and/or desk height to ensure the student is in the proper position for desk work. (Feet flat on the floor, shoulders relaxed, and forearms supported on the desk.)

Allow the student to work in different positions, like standing.

Provide a slant board (or large three-ring binder) for a sloped writing surface.

Have spring-loaded or loop scissors available.

Provide special paper as needed, like raised-line paper or graph paper.

Provide different writing tools (thin markers, gel pens, etc.) to reduce pencil pressure.

Give the student an end locker or cubby and teach locker-opening skills.

Give breaks so the student can move around a few times a day.

Give extra time to get from class to class.

Build in extra time to get changed for gym and ready for recess.

Giving instructions and assignments

Give teaching notes ahead of time or have a note-taking buddy.

Use worksheets that reduce the need to copy, like fill-in-the-blanks or matching.

Use larger print for worksheets, notes, and textbooks.

Have the student dictate to a scribe or use speech-to-text software.

Give outlines of diagrams or maps so the student only needs to mark what's being taught.

Allow the student to use a computer for written assignments.

Provide extra time for tests and writing assignments.

Allow oral answers on tests.

Provide checklists, rubrics, step-by-step, and visual directions for assignments.

Introducing new concepts/lessons

Provide extra time to complete work.

Give directions slowly and in short sentences.

Pre-teach physical skills in small parts.

Teach specific handwriting strategies that show how to print letters consistently.

What's next?

See a one-page fact sheet to learn more about DCD. And find out how school or private occupational therapists work with kids with DCD.

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What types of accommodations can help students with developmental coordinaton disorder, or DCD? Here are ways teachers can help.

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Speech or Language impairment. (Alejandra Garcia).

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Speech or Language impairment. (Alejandra Garcia).

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What are assistive devices?

The terms assistive device or assistive technology can refer to any device that helps a person with hearing loss or a voice, speech, or language disorder to communicate. These terms often refer to devices that help a person to hear and understand what is being said more clearly or to express thoughts more easily. With the development of digital and wireless technologies, more and more devices are becoming available to help people with hearing, voice, speech, and language disorders communicate more meaningfully and participate more fully in their daily lives.

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What are assistive devices?

The terms assistive device or assistive technology can refer to any device that helps a person with hearing loss or a voice, speech, or language disorder to communicate. These terms often refer to devices that help a person to hear and understand what is being said more clearly or to express thoughts more easily. With the development of digital and wireless technologies, more and more devices are becoming available to help people with hearing, voice, speech, and language disorders communicate more meaningfully and participate more fully in their daily lives.

What types of assistive devices are available?

Health professionals use a variety of names to describe assistive devices:

Assistive listening devices (ALDs) help amplify the sounds you want to hear, especially where there's a lot of background noise. ALDs can be used with a hearing aid or cochlear implant to help a wearer hear certain sounds better.

Augmentative and alternative communication (AAC) devices help people with communication disorders to express themselves. These devices can range from a simple picture board to a computer program that synthesizes speech from text.

Alerting devices connect to a doorbell, telephone, or alarm that emits a loud sound or blinking light to let someone with hearing loss know that an event is taking place.

What types of assistive listening devices are available?

Several types of ALDs are available to improve sound transmission for people with hearing loss. Some are designed for large facilities such as classrooms, theaters, places of worship, and airports. Other types are intended for personal use in small settings and for one-on-one conversations. All can be used with or without hearing aids or a cochlear implant. ALD systems for large facilities include hearing loop systems, frequency-modulated (FM) systems, and infrared systems.

This logo informs people that a public
area is looped.

Hearing loop (or induction loop) systems use electromagnetic energy to transmit sound. A hearing loop system involves four parts:

A sound source, such as a public address system, microphone, or home TV or telephone

An amplifier

A thin loop of wire that encircles a room or branches out beneath carpeting

A receiver worn in the ears or as a headset

Amplified sound travels through the loop and creates an electromagnetic field that is picked up directly by a hearing loop receiver or a telecoil (see sidebar), a miniature wireless receiver that is built into many hearing aids and cochlear implants. To pick up the signal, a listener must be wearing the receiver and be within or near the loop. Because the sound is picked up directly by the receiver, the sound is much clearer, without as much of the competing background noise associated with many listening environments. Some loop systems are portable, making it possible for people with hearing loss to improve their listening environments, as needed, as they proceed with their daily activities. A hearing loop can be connected to a public address system, a television, or any other audio source. For those who don't have hearing aids with embedded telecoils, portable loop receivers are also available.

What's a telecoil?

A telecoil, also called a t-coil, is a coil of wire that is installed inside many hearing aids and cochlear implants to act as a miniature wireless receiver. It was originally designed to make sounds clearer to a listener over the telephone. It also is used with a variety of other assistive listening devices, such as hearing loop (or induction loop) systems, FM systems, infrared systems, and personal amplifiers.

The telecoil works by receiving an electromagnetic signal from the hearing loop and then turning it back into sound within the hearing aid or cochlear implant. This process eliminates much of the distracting background noise and delivers sound customized for one's own need. For people who are hard-of-hearing who do not have a telecoil-equipped hearing aid or cochlear implant, loop receivers with headsets can provide similar benefits but without the customized or "corrected sound" feature that matches one's hearing loss pattern.

Many cochlear implants have a telecoil built into the sound processor, or can use an external telecoil accessory with both hearing aid compatible telephones and public loop systems. A simple switch or programming maneuver performed by the user activates this function.

See the NIDCD fact sheet Hearing Aids for more information.

FM systems use radio signals to transmit amplified sounds. They are often used in classrooms, where the instructor wears a small microphone connected to a transmitter and the student wears the receiver, which is tuned to a specific frequency, or channel. People who have a telecoil inside their hearing aid or cochlear implant may also wear a wire around the neck (called a neckloop) or behind their aid or implant (called a silhouette inductor) to convert the signal into magnetic signals that can be picked up directly by the telecoil. FM systems can transmit signals up to 300 feet and are able to be used in many public places. However, because radio signals are able to penetrate walls, listeners in one room may need to listen to a different channel than those in another room to avoid receiving mixed signals. Personal FM systems operate in the same way as larger scale systems and can be used to help people with hearing loss to follow one-on-one conversations.

Infrared systems use infrared light to transmit sound. A transmitter converts sound into a light signal and beams it to a receiver that is worn by a listener. The receiver decodes the infrared signal back to sound. As with FM systems, people whose hearing aids or cochlear implants have a telecoil may also wear a neckloop or silhouette inductor to convert the infrared signal into a magnetic signal, which can be picked up through their telecoil. Unlike induction loop or FM systems, the infrared signal cannot pass through walls, making it particularly useful in courtrooms, where confidential information is often discussed, and in buildings where competing signals can be a problem, such as classrooms or movie theaters. However, infrared systems cannot be used in environments with too many competing light sources, such as outdoors or in strongly lit rooms.

Personal amplifiers are useful in places in which the above systems are unavailable or when watching TV, being outdoors, or traveling in a car. About the size of a cell phone, these devices increase sound levels and reduce background noise for a listener. Some have directional microphones that can be angled toward a speaker or other source of sound. As with other ALDs, the amplified sound can be picked up by a receiver that the listener is wearing, either as a headset or as earbuds.

What types of augmentative and alternative communication devices are available for communicating face-to-face?

The simplest AAC device is a picture board or touch screen that uses pictures or symbols of typical items and activities that make up a person's daily life. For example, a person might touch the image of a glass to ask for a drink. Many picture boards can be customized and expanded based on a person's age, education, occupation, and interests.

Keyboards, touch screens, and sometimes a person's limited speech may be used to communicate desired words. Some devices employ a text display. The display panel typically faces outward so that two people can exchange information while facing each other. Spelling and word prediction software can make it faster and easier to enter information.

Speech-generating devices go one step further by translating words or pictures into speech. Some models allow users to choose from several different voices, such as male or female, child or adult, and even some regional accents. Some devices employ a vocabulary of prerecorded words while others have an unlimited vocabulary, synthesizing speech as words are typed in. Software programs that convert personal computers into speaking devices are also available.

What augmentative and alternative communication devices are available for communicating by telephone?

For many years, people with hearing loss have used text telephone or telecommunications devices, called TTY or TDD machines, to communicate by phone. This same technology also benefits people with speech difficulties. A TTY machine consists of a typewriter keyboard that displays typed conversations onto a readout panel or printed on paper. Callers will either type messages to each other over the system or, if a call recipient does not have a TTY machine, use the national toll-free telecommunications relay service at 711 to communicate. (See Telecommunications Relay Services for more information.) Through the relay service, a communications assistant serves as a bridge between two callers, reading typed messages aloud to the person with hearing while transcribing what's spoken into type for the person with hearing loss.

With today's new electronic communication devices, however, TTY machines have almost become a thing of the past. People can place phone calls through the telecommunications relay service using almost any device with a keypad, including a laptop, personal digital assistant, and cell phone. Text messaging has also become a popular method of communication, skipping the relay service altogether.

Another system uses voice recognition software and an extensive library of video clips depicting American Sign Language to translate a signer's words into text or computer-generated speech in real time. It is also able to translate spoken words back into sign language or text.

Finally, for people with mild to moderate hearing loss, captioned telephones allow you to carry on a spoken conversation, while providing a transcript of the other person's words on a readout panel or computer screen as back-up.

What types of alerting devices are available?

Alerting or alarm devices use sound, light, vibrations, or a combination of these techniques to let someone know when a particular event is occurring. Clocks and wake-up alarm systems allow a person to choose to wake up to flashing lights, horns, or a gentle shaking.

Visual alert signalers monitor a variety of household devices and other sounds, such as doorbells and telephones. When the phone rings, the visual alert signaler will be activated and will vibrate or flash a light to let people know. In addition, remote receivers placed around the house can alert a person from any room. Portable vibrating pagers can let parents and caretakers know when a baby is crying. Some baby monitoring devices analyze a baby's cry and light up a picture to indicate if the baby sounds hungry, bored, or sleepy.

What research is being conducted on assistive technology?

The National Institute on Deafness and Other Communication Disorders (NIDCD) funds research into several areas of assistive technology, such as those described below.

Improved devices for people with hearing loss
NIDCD-funded researchers are developing devices that help people with varying degrees of hearing loss communicate with others. One team has developed a portable device in which two or more users type messages to each other that can be displayed simultaneously in real time. Another team is designing an ALD that amplifies and enhances speech for a group of individuals who are conversing in a noisy environment.

Improved devices for nonspeaking people

More natural synthesized speech
NIDCD-sponsored scientists are also developing a personalized text-to-speech synthesis system that synthesizes speech that is more intelligible and natural sounding to be incorporated in speech-generating devices. Individuals who are at risk of losing their speaking ability can prerecord their own speech, which is then converted into their personal synthetic voice.

Brain-computer interface research
A relatively new and exciting area of study is called brain-computer interface research. NIDCD-funded scientists are studying how neural signals in a person's brain can be translated by a computer to help someone communicate. For example, people with amyotrophic lateral sclerosis (ALS, or Lou Gehrig's disease) or brainstem stroke lose their ability to move their arms, legs, or body. They can also become locked-in, where they are not able to express words, even though they are able to think and reason normally. By implanting electrodes on the brain's motor cortex, some researchers are studying how a person who is locked-in can control communication software and type out words simply by imagining the movement of his or her hand. Other researchers are attempting to develop a prosthetic device that will be able to translate a person's thoughts into synthesized words and sentences. Another group is developing a wireless device that monitors brain activity that is triggered by visual stimulation. In this way, people who are locked-in can call for help during an emergency by staring at a designated spot on the device

Where can I get more information?

The NIDCD maintains a directory of organizations that provide information on the normal and disordered processes of hearing, balance, taste, smell, voice, speech, and language.

Use the following keywords to help you search for organizations that can answer questions and provide printed or electronic information on assistive devices:

For more information, contact us at:

NIDCD Information Clearinghouse
1 Communication Avenue
Bethesda, MD 20892-3456
Toll-free voice: (800) 241-1044
Toll-free TTY: (800) 241-1055
Email: nidcdinfo@nidcd.nih.gov

NIH Publication No. 11-7672
December 2011

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Assistive Devices for People with Hearing, Voice, Speech, or Language Disorders

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The terms assistive device or assistive technology can refer to any device that helps a person with hearing loss or a voice, speech, or language disorder to communicate. These terms often refer to devices that help a person to hear and understand what is being said more clearly or to express thoughts more easily.

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Speech or Language impairment. (Alejandra Garcia)

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Speech or Language impairment. (Alejandra Garcia)

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What is Induction Loop Systems?

Audio Induction Loop Systems use electromagnetic energy to transmit sound. A hearing loop system involves four parts:

A sound source (e.g. public address system, microphone, home TV or telephone)

An amplifier

A thin loop of wire that encircles a room or branches out beneath carpeting

A receiver worn in the ears or as a headset

Amplified sound travels through the loop and creates an electromagnetic field that is picked up directly by a hearing loop receiver or a telecoil, a miniature wireless receiver that is built into many hearing aids and cochlear implants.

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Solutions | Induction Loop | Hearing Enhancement Systems | Loop Systems | FM Systems

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Either loop systems, digital FM or IR solutions are available. We use the absolute latest in technology for all our products.

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Speech or Language Impairment (SLI) Strategies (Alejandra Garcia).

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Speech or Language Impairment (SLI) Strategies (Alejandra Garcia).

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It is important to implement strategies that address the needs of the individual. We recommend that you apply these strategies across home, school, and community contexts.
Go to the Site Map for a full list of resources and activities!

Language

Focus on interactive communication.

Use active listening.

Incorporate the student's interests into speech.

Ensure that the student has a way to appropriately express their wants and needs.

Reinforce communication attempts (e.g. their gestures, partial verbalizations) when the student is non-verbal or emerging verbal.

Paraphrase back what the student has said or indicated.

Use storybook sharing in which a story is read to student and responses are elicited (praise is given for appropriate comments about the content).

Ask open-ended appropriate questions.

Use linguistic scaffolding techniques that involve a series of questions.

Use language for social interaction and to resolve conflicts.

Emphasize goals and tasks that are easy for the student to accomplish.

Work at the student's pace.

Present only one concept at a time.

Have speech therapist present language units to the entire class.

Use computers in the classroom for language enhancement.

Encourage reading and writing daily.

Use tactile and visual cues (e.g., pictures, 3-D objects).

Incorporate vocabulary with unit being taught.

Provide fun activities that are functional and practical.

Be aware of the student's functioning level in auditory skills, semantics, word recall, syntax, phonology, and pragmatics (and how they affect academic performance).

Speech

Develop a procedure for the student to ask for help.

Speak directly to the student.

Be a good speech model.

Have easy and good interactive communication in classroom.

Consult a speech language pathologist concerning your assignments and activities.Be aware that students may require another form of communication.

Encourage participation in classroom activities and discussions.

Model acceptance and understanding in classroom.

Anticipate areas of difficulty and involve the student in problem-solving.

Provide assistance and provide positive reinforcement when the student shows the ability to do something unaided.

Use a peer-buddy system when appropriate.

Devise alternate procedures for an activity with student.

Use gestures that support understanding.

Model correct speech patterns and avoid correcting speech difficulties.

Be patient when student is speaking, since rushing may result in frustration.

Academics & Behavior

Reduce unnecessary classroom noise as much as possible.

Be near the student when giving instructions and ask the student to repeat the instructions and prompt when necessary.

Provide verbal clues often.

Provide a quiet spot for the student to work if possible.

Speak clearly and deliberately.

Provide visual cues - on the board or chart paper.

Redirect the student frequently and provide step by step directions - repeating when necessary.

Allow students to tape lectures.

Allow more time for the student to complete activities.

Modify classroom activities so they may be less difficult, but have the same learning objectives.

Allow more time for the student to complete assignments and tests.

Design tests and presentations that are appropriate for the student (written instead of oral).

Divide academic goals into small units, utilizing the same theme.

Provide social and tangible reinforcers.

Focus on the student's strengths as much as possible.

Have the student sit in an accessible location to frequently monitor their understanding.

Allow extra time to complete work because of distractions, slow handwriting, or problems in decoding text.

Have routines that students can follow.

Use a visual reminder of the day's events to help with organization.

Establish communication goals related to student work experiences and plan strategies for the transition from school to employment and adult life.

Physical

Be aware that because of the way thebrain develops, it is easier to acquire language and communicationskills before the age of five.

Be aware that if children have muscular disorders, hearing problems, or developmental delays, their acquisition of speech, language, and related skills may be affected.

Use augmentative communication systems to ensure that nonverbal students and students with severe physical disabilities have effective ways to communicate.

Ensure that the student has access to their (portable) communication system across all contexts, all of the time.

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picture exchange communication system cards

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Do2Learn: Educational Resources for Special Needs

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picture communication cards, songs, games and learning activities for autism, aspergers, fetal alcohol syndrome and disabilities

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Speech or Language Impairment (SLI). Strategies (Alejandra Garcia)

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Speech or Language Impairment (SLI). Strategies (Alejandra Garcia)

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How do I use the Nonverbal Communication Cards? Use our Nonverbal Communication Cards to provide students with an effective means of visual communication. Each of the printable cards features a word and colorful picture depicting an object or action commonly used in a classroom setting.

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When we think about accessible video games, most of us might think about adaptations such as the Xbox adaptive controller. However, this leaves out a large population of people who access games and activities through other adaptive means. Chau Nguyen reviews how play can be impacted by disabilities related to brain injuries and how they are adapted in ways that are less explored.

In many presentations and workshops related to people with disabilities, children with significant and multiple disabilities are underrepresented. Their access to the world using technologies is less known, and the games and activities offered to them seem to be more limited. We can all learn about disabilities less represented and build more technologies for them.

The perspectives of healthcare providers such as occupational therapists are invaluable in working with people with disabilities. Providing direct care to our clients and students, we work together to build autonomy, participation, and quality of life. In this talk, Chau discusses the students she supports, the ways that they play, and the assistive technologies they use.

Video Highlights

Video

Speaker bios

Chau Nguyen is an Occupational Therapist with 10 years of clinical experience. Working with individuals across the lifespan, she supports and advocates for participation in occupations (meaningful and necessary activities specific to a person, client, or community) that include leisure, self-care, education, and vocation.

She utilizes a human-centered, scientific, and strengths-based perspective to promote inclusive and accessible design practices. Through cross-collaboration with diverse practice areas, she creates products and experiences that are inclusive and accessible for people with disabilities.

Chau currently works at iHOPE, a school for students ages 5 to 21 with brain injury and other brain-based diagnoses. She provides services to support her students to engage in school life. Utilizing high and low-tech assistive technologies, she promotes access to play, self-care, academics, and communication.

Nora Henry received her Master of Science in Occupational Therapy from The University of Scranton. She has been working as an occupational therapist for seven years. She is passionate about ensuring students have access to meaningful activities throughout their life.

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Assistive Technology for Kids with Multiple Disabilities

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When we think about accessible video games, most of us might think about adaptations such as the Xbox adaptive controller. However, this leaves out a large population of people who access games and activities through other adaptive means.

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contributed by Brian Neese, Alvernia University

Assistive technology tools are among the least 'celebrated' but most crucial tools in K-12 education today.

According to the National Education Association (NEA), the number of U.S. students enrolled in special education programs has risen 30 percent over the past 10 years. Additionally, the NEA reports that nearly every general education classroom in the country includes students with disabilities, as three out of every four students with disabilities spend part or all of their school day in a general education classroom.

One tool to help students with disabilities even in the face of a special education teacher shortage is assistive technology. Today, assistive technology tools can help students with certain disabilities learn more effectively. Ranging in sophistication from 'low' technologies such as a graphic organizer worksheet to 'high' technologies including cutting-edge software and smartphone apps, assistive technology is a growing and dynamic field. Several areas of assistive technology and sample products may be found in any given classroom, making a difference in how students of all abilities learn.

See also 30 Examples Of Assistive Technology In The Classroom
Background On Assistive Needs & Supporting Technology Assistive Technology Module
This isn't a tech tool but a short kind of 'course' that offers an overview of assistive technology (AT) and explores ways to expand students' access to it in the classroom

Assistive Technology Act (AT Act)

A summary of the Assistive Technology Act and its consequences for educators.
AEM Student Summary Worksheet
A resource that, for example, helps teachers "think about whether the student 1) can gain information from print-based educational materials used across the curriculum by all students, 2) needs materials in a specialized format, or 3) needs modified content or alternative materials."
Text-To-Speech Assistive Tools
As an assistive technology, text-to-speech (TTS) software is designed to help children who have difficulties reading standard print. Common print disabilities can include blindness, dyslexia or any type of visual impairment, learning disability or other physical condition that impedes the ability to read. However, other students can benefit from TTS technology, such as children that have autism, attention deficit hyperactivity disorder (ADHD) or an intellectual disability.

The technology works by scanning and then reading the words to the student in a synthesized voice, using a large number of speech sounds that make up words in any given context. With the advances in speech synthesis, TTS technology is more accurate and lifelike than ever.
Tech Matrix
Search a database of nearly 400 products using extensive criteria tailored to assistive and educational technologies.
Kurzweil 3000
The Kurzweil 3000 is a leader in TTS software for individuals that struggle with literacy. In addition to a range of TTS features, the full-featured software program integrates abilities that can help students in other areas, potentially appealing to those who may have a non-print disability or those who may not typically consider a TTS program. Some of the features include:

* Multiple TTS voices

* Support for 18 languages and dialects

* Talking spell-checker

* Picture dictionary graphics for more than 40,000 words

* Text magnification

* Tools for test taking, essay writing, note-taking, reference and more

The Kurzweil 3000 strives to provide students with a multi-sensory approach to literacy learning. It is available for Windows and Macintosh.

Graphic organizers can be effective in helping students to organize their thoughts during the writing process. As an assistive technology, graphic organizers can be a strong choice for students with dysgraphia or disorders of written expressions - particularly the conceptual aspects of writing.

Graphic organizers work by helping the student map out a course of action. Depending on the type of writing, the graphic organizer can prompt the writer to describe an object, chart out a course of events or perform some other task that can help in planning the piece. Graphic organizers vary by type and technological sophistication.
Low-Tech Handouts
Graphic organizers do not need to be technologically advanced; in fact, they can exist in simple handout form.

Sample handouts can be found at the Houghton Mifflin Harcourt Company. The sandwich chart can assist students with paragraph writing. The sequence chart can help with narrative writing and the ordering of events. The sense chart is designed for descriptive writing, where writers are prompted for terms that characterize and express an item. Dozens of other sample charts exist and can help students with virtually any type of writing.
Draft:Builder
Draft:Builder is a writing tool that integrates outlining, note taking and draft writing functions to break down the writing process into three steps. Using a graphical organizer, the program helps the student visualize the project and insert information into the appropriate place without having to conceptualize the whole process. It then automates the process of creating the paper, where the student can drag and drop what is written in each note to the rough draft.

Other features include a talking spell checker that uses TTS technology, a bibliography tool, a dictionary and the ability for teachers to add locked text into the program for further guidance. Draft:Builder is available for Windows and Macintosh.
Assistive Listening Systems
A variety of assistive listening systems, or hearing assistive technology, can help students who are deaf or hard of hearing, as well as those with other auditory and learning problems. According to the National Association for the Deaf, assistive listening systems can be used to enhance the reach and effectiveness of hearing aids and cochlear implants, or by children who do not need those tools but still need help hearing. Assistive listening systems use a microphone, a type of transmission technology and a device for capturing and bringing the sound to the ear. The specific transmission technology used in the system is typically what contrasts one type of assistive listening system from another.
FM Systems
According to the American Speech-Language-Hearing Association (ASHA), FM systems are the best choice for children with sensorineural hearing loss. The most common type of hearing loss for all ages, sensorineural hearing loss occurs when the inner ear (cochlea) or nerve pathways from the inner ear to the brain are damaged.

FM systems work using radio broadcast technology. With a transmitter microphone and a receiver, the teacher and student can maintain a consistent sound level regardless of distance and background noise. Additionally, ASHA notes that the hearing aid microphone can be turned off, so the student can concentrate on the teacher alone.
Sound-Field Systems
Sound-field systems are a strong choice for classrooms that need to assist listening for all children in the class. ASHA notes that these systems benefit not only children that have hearing loss, but those that have other auditory and learning problems, such as language delays, central auditory processing disorder, articulation disorders and development delays. Additionally, sound-field systems can be used for students who are learning English as a second language.

Sound-field systems use a microphone that projects sound through mounted speakers around the classroom. In classrooms that have good acoustics, sound is able to travel evenly throughout space, eliminating problems of distance between the speaker and each listener.
Sip-and-Puff Systems
Sip-and-puff systems are used by students who have mobility challenges, such as paralysis and fine motor skill disabilities. These systems allow for control of a computer, mobile device or some other technological application by the child moving the device with his or her mouth. Similar to a joystick, the child can move the controller in any direction and click on various navigational tools using either a sip or a puff. An on-screen keyboard allows the child to type using the same movements.

Sip-and-puff systems are a type of switch device, which refers to the technology used to replace a computer keyboard or mouse. Other switch devices include buttons or other objects that a student can touch, push, pull, kick or perform some other simple action that can then control the device.
Jouse3
The Jouse3 is a sip-and-puff system that allows children to control a device using any part of the mouth, cheek, chin or tongue. Due to its accuracy and quick response, home users can use it for drawing or computer games. It can mount to the desktop, a bedframe or any other type of structure; it does not require a headpiece or placement on the body of the user.

The product supports Windows, Macintosh, Linux and Unix based computers, in addition to Android and iOS mobile devices. It can support one or two external switches, and has two types of mouthpieces.
Sip-and-Puff Systems From Origin Instruments
Origin Instruments offers a range of sip-and-puff products that students can use to control an electronic device. Using a head mounted or gooseneck user interface, or available tubing for a custom solution, the child can control a mouse, joystick or keyboard with ease. The primary system is powered using USB technology.

The product supports Windows, Macintosh and Linux based computers. Two pressure switches connect the system to the user interface solution for use on electronic devices.
Proofreading Software
Proofreading software is a branch of assistive technology that goes above and beyond the typical proofreading features found in a word processing system, such as correcting words frequently misspelled by students with dyslexia. A number of other features offered within this category can help students work on his or her English skill set to become a more effective and accurate writer.

Although primarily geared towards individuals with dyslexia, proofreading software can be helpful to those with any type of learning disorder that makes writing and reading challenging.
Ginger
Ginger offers several features that can help students with dyslexia and other learning disorders with writing. It is also designed for speakers of languages other than English. Some of the features include:

* Grammar checker that analyzes context to determine any errors or misspellings. For instance, Ginger can recognize whether 'there,' 'their' or 'they're' should be used in a sentence, which is a common mistake in writing.

* Word prediction and sentence rephrasing tools that can be helpful for students learning how to construct sentences properly.

* TTS functionality so students can hear what they've written.

* A personal trainer that provides practice sessions based on past mistakes made by the student.

Ginger is available for Windows and Mac, as well as iOS and Android mobile devices.
Ghotit
Ghotit is specifically designed for students with dyslexia and other learning disorders who have difficulties with writing. The name is inspired by the word "Ghoti," which is a constructed term that illustrates irregularities in the English language. And since many spellings are counterintuitive - especially for those with dyslexia - Ghotit dedicates itself to assisting children and adults who struggle with writing accurately.

It features the ability to learn from the user's past mistakes, personalizing suggestions for spelling and grammatical errors. Ghotit can predict words, check passages of text contextually, read text aloud using TTS technology and recognize split and merged words. It also includes an integrated dictionary for students to quickly look up a word.
Math Tools
A range of technology and tools can help students that have trouble with math, most commonly found in a learning disability called dyscalculia. Dyscalculia makes it difficult to grasp numbers and it is characterized by a general lack of understanding in the field of math.

Assistive technology in math is not just for those with dyscalculia. It can also help students with blindness, fine motor skill disabilities or some other type of disability that makes it difficult to perform math-related work.
MathTalk
MathTalk is a speech recognition software program for math that can help students with a range of disabilities. From prealgebra to Ph.D. level mathematics, students can perform math problems by speaking into a microphone on their computer. The program works with Dragon NaturallySpeaking programs for voice-to-text functionality, making it ideal for students who have fine motor skill disabilities. Students with blindness or vision disabilities can use the integrated braille translator.

In addition to these audiences, MathTalk also appeals to students with dyscalculia. The program functions as an electronic math worksheet, allowing the child to organize, align and work through problems on the screen, making it helpful for students who have difficulties performing math problems on paper.
Math Simulations
Math simulations can help students with dyscalculia visualize math problems and concepts. As a result, students can better understand the application of a particular type of problem, since many students struggle with the conceptual aspects of math.

Examples can be found at the NASA website. From video to animated simulations, teachers and students can visually see how a math concept or problem would work. And with some math simulations, students can work through the problem and then see the result play out in the simulation.
Conclusion
Thanks to the rapid advances in assistive technology tools, students, parents, and teachers have a seemingly limitless number of tools at their disposal.

As these tools start to appear in the home and in the classroom, parents and teachers can utilize them for students' academic and personal growth. But technology alone is not enough - to successfully use these tools, it's critical to develop a plan for their use and have regular check-ins to ensure the student is gaining the most value possible and not becoming overly reliant on these tools.

But while assistive tools have become plentiful, the same cannot be said for special education instructors. As previously mentioned, the vast majority of states have reported a need for teachers in special education. And many general education classrooms instruct children with special needs.

Certification is a faster way for current teachers to qualify to teach this growing population. At Alvernia University Online, teachers can pursue a special education certification for grades PreK-8 or 7-12 to help make a difference for children with special needs. They will also improve their marketability in the process, gaining additional opportunities for their career.

Overall, more teachers are needed in this area. Although the advancement of technology in special education is promising, the same increase is needed for the number of special education instructors. Certification offers one solution to quickly meet this need. Learn more about Alvernia's program today.
15 Assistive Technology Tools & Resources For Students With Disabilities

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15 Assistive Technology Tools & Resources For Students With Disabilities

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Ranging in sophistication from tools to apps, assistive technology tools can help students with certain disabilities learn more effectively.

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Disabilities

What is Multiple Disabilities?

Whats Inside?
Causes
Prevention
Characteristics
Instructional Strategies

Concomitant [simultaneous] impairments (such as

intellectual disability-blindness, intellectual disabilityorthopedic impairment), the combination of which

Effect on Adolescents

causes such severe educational needs that they cannot

Effect on Adults

be accommodated in special education programs

Current Trends

solely for one of the impairments. The term does not

include deaf-blindness.

Causes of Multiple
Disabilities
Prenatal (before birth)
causes:
Chromosomal
abnormalities, viral
infections, drug/alcohol
intake (especially during
early months of
pregnancy), malnutrition,
and physical trauma to
the mother.

Prevention of
Multiple Disabilities
Prevention of Multiple Disabilities
include:
Prenatal diagnosis
Maternal education and
healthcare

Perinatal (during birth)

causes:
Lack of oxygen supply to
the babys brain
(prolonged labor,
disconnect of umbilical
cord, cord wrapped
around babys neck),
physical injury to the brain
during birth, contracted
infections during birth.
Postnatal (after birth)
causes:
Infections, traumatic brain
injury (fall, car accident,
near drowning, child
abuse), lead poisoning,
reaction to medication,
environmental conditions
(exposure to toxins)

Characteristics

Instructional
Strategies

Children with multiple

disabilities will typically
The planning

share deficits in five

process should be a multidisciplinary process, including

distinct areas of

parents, teachers, physical therapists, assistive technology

development:

teachers, and any number of additional support staff, at

the center of the planning process should be the student,

intellectual functioning,

and the strengths and desires of the student should guide

adaptive skills, motor

the entire process. Specific steps to success need to be

identified, and timelines set for each educational objective.

skills, sensory

In addition, resources and supports needed for the student

functioning, and

to achieve his goals should be defined and addressed.

communication skills.

One area of support that can be particularly effective for

Children may have any

all involved is peer tutoring. Peer tutoring has been proven

combination of

to have positive results for students with multiple disabilities

in a number of separate research studies. However, care

disability listed under

must be taken that the tutoring is not a one-way

IDEAs disability

relationship, but is reciprocal. The student with multiple

categories.

disabilities should also be able to provide something to the

tutoring process, even if it is a simple social behavior.

Effects of Disability on Adolescents:

Adolescents may have difficulties
with communication skills, self help
skills, and literacy and oral
language difficulties while in
school, along with possible
behavior challenges due to lack of
communication skills.

Effects of Disability on Adults:

Adults with multiple disabilities will
need transition services to help
connect them with supported
employment and community
based instruction after they leave
the public school setting.

Current Trends
An accountability of academic
performance for all students, not just
those without disabilities, and integrated
service delivery-services to students are
integrated into the regular education
classroom to include the student in the
social learning opportunities within the
school and with their peers.

Online and Book Resources

http://projectidealonline.org/multipleDisabilities.php
Friend, M. P. (2008). Special education, contemporary
perspectives for school professionals. Allyn & Bacon.

Notes:

# data[].attributes.attachment_link.readable_text
According to the Individuals with Disabilities Education Act's (IDEA), multiple disabilities refers to "concomitant [simultaneous] impairments (such as intellectual disability-blindness, intellectual disability-orthopedic impairment, etc.), the combination of which causes such severe educational needs that they cannot be accommodated in a special education program solely for one of the impairments. The term does not include deaf-blindness."

In other words, a student whose special needs are categorized under multiple disabilities requires coinciding adaptions for more than one disability. The exception is the combination deafness and blindness, as this pair of impairments has its own classification under IDEA.
Definition courtesy of http://www.specialeducationguide.com/disability-profiles/multiple-disabilities/

# data[].attributes.attachment_link.description
According to the Individuals with Disabilities Education Act's (IDEA), multiple disabilities refers to "concomitant [simultaneous] impairments (such as intellectual disability-blindness, intellectual disability-orthopedic impairment, etc.), the combination of which causes such severe educational needs that they cannot be accommodated in a special education program solely for one of the impairments.

# data[].attributes.headline
Other Health Impairment (Alejandra Garcia)

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Other Health Impairment (Alejandra Garcia)

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Other Health Impairment: Students wit Disabilities

# data[].attributes.headline
Other Health Impairment (Alejandra Garcia)

# data[].attributes.subject
Other Health Impairment (Alejandra Garcia)

# data[].attributes.headline
Other Health Impairment. Strategies (Alejandra Garcia)

# data[].attributes.subject
Other Health Impairment. Strategies (Alejandra Garcia)

# data[].attributes.attachment_link.description
There is a range of medical diagnoses and subsequent health problems that can have a temporary or chronic impact on a student's academic performance. Common diagnoses include arthritis, cancer, multiple sclerosis, asthma, AIDS, and heart disease. Unless the condition is neurological in nature, health impairments are not likely to directly affect learning.

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Other Health Impairment. Strategies (Alejandra Garcia)

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Other Health Impairment. Strategies (Alejandra Garcia)

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Other Health Impairment (OHI): Teaching Strategies & Accommodations | Study.com

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Teachers of students with medical conditions learn to get creative with lesson plans and accommodations. Let’s take a look at how teachers help…

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Other Health Impairment. Strategies (Alejandra Garcia)

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Other Health Impairment. Strategies (Alejandra Garcia)

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https://www.nidcd.nih.gov/health/assistive-devices-people-hearing-voice-speech-or-language-disorders

NIH Publication No. 11-7672

December 2011

Speech or Language Impairment (SLI)

Strategies

https://www.twinkl.com/search?q=non+verbal+communication+card&c=226&r=teacher&fl=12&fco=4213

15 Assistive Technology Tools & Resources For Students With Disabilities

https://www.teachthought.com/technology/assistive-technology/

Strategies

https://apeoplesclass.weebly.com/multiple-disabilities.html

Other Health Impairment

https://www.pinterest.com/jaimeguz777/assistive-technology-for-other-health-impairments/

Other Health Impairment: Students wit Disabilities

https://study.com/academy/lesson/other-health-impairment-ohi-teaching-strategies-accommodations.html

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Assistive Technology for those who has a hearing impairment. 

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Assistive Technology for those who has a hearing impairment. 

# data[].attributes.body
Nicholas George

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Characteristics of students with emotional disturbance 

# data[].attributes.subject
Characteristics of students with emotional disturbance 

# data[].attributes.body
Nicholas George

# data[].attributes.body
Nicholas George

# data[].attributes.attachment_link.readable_text
When a child's performance in school is being negatively affected not due to intellectual, sensory, or health reasons. Children have a lot of trouble making and keeping relationships. In normal situations children with emotional disturbances will have inappropriate behavior. They are typically unhappy/depressed, and they develop fears or symptoms about school or other personal issues.

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Emotional Disturbances - Assistive Technology for Emotional Disturbances

# data[].attributes.attachment_link.description
When a child's performance in school is being negatively affected not due to intellectual, sensory, or health reasons. Children have a lot of trouble making and keeping relationships. In normal situations children with emotional disturbances will have inappropriate behavior. They are typically unhappy/depressed, and they develop fears or symptoms about school or other personal issues.

# data[].attributes.headline
Assistive Technology for those with intellectual disability 

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Assistive Technology for those with intellectual disability 

# data[].attributes.body
Nicholas George