# data[].attributes.body
Accommodations for students with Autism:

1. Low distraction work areas
Examples: library carrels
2. Printed schedules of activities and events
3. Visual cues for common requests
Example: flashcards
4. Earplugs
5. Sensory retreat spaces
6. Exercise breaks
Example: chair pushups
7. Classroom aides
Example: one on one instruction

Assistive technologies:

Low tech: weighed vests, sensory balls, picture boards.
Mid-tech: sensory toys that use batteries, visual timers, social skills videos.
High-tech: software like Lucidchart or LiveScribe, robots, alert bands.

Useful videos:

ADHD and Autism accommodations:
https://www.youtube.com/watch?v=XtzU86mkxJM
Technology and Autism
https://www.youtube.com/watch?v=1yHfWwEEAxA

Websites and References

Benssassi, Esma Mansouri, et al. “Wearable Assistive Technologies for Autism: Opportunities and Challenges.” IEEE Pervasive Computing, vol. 17, no. 2, 2018, pp. 11–21., https://doi.org/10.1109/mprv.2018.022511239.

Elemy. “7 Helpful Accommodations for Autistic Students.” Elemy, Elemy, 8 Jan. 2021, https://www.elemy.com/studio/autism-and-education/accommodations.

Rudy, Lisa Jo. “Overview of Assistive Technology for Autism.” Verywell Health, Verywell Health, 8 Feb. 2021, https://www.verywellhealth.com/assistive-technology-for-autism-5076159.

“What Is Autism?” Autism Speaks, https://www.autismspeaks.org/what-autism.

# data[].attributes.attachment_link.readable_text
Autism, or autism spectrum disorder (ASD), refers to a broad range of conditions characterized by challenges with social skills, repetitive behaviors, speech and nonverbal communication. According to the Centers for Disease Control, autism affects an estimated 1 in 36 children in the United States today.

We know that there is not one autism but many subtypes, most influenced by a combination of genetic and environmental factors. Because autism is a spectrum disorder, each person with autism has a distinct set of strengths and challenges. The ways in which people with autism learn, think and problem-solve can range from highly skilled to severely challenged. Some people with ASD may require significant support in their daily lives, while others may need less support and, in some cases, live entirely independently.

Several factors may influence the development of autism, and it is often accompanied by sensory sensitivities and medical issues such as gastrointestinal (GI) disorders, seizures or sleep disorders, as well as mental health challenges such as anxiety, depression and attention issues.

Signs of autism usually appear by age 2 or 3. Some associated development delays can appear even earlier, and often, it can be diagnosed as early as 18 months. Research shows that early intervention leads to positive outcomes later in life for people with autism.

# data[].attributes.attachment_link.description
What is autism spectrum disorder (asd)? Click here to read the definition, learn about different types of autism and how to help autistic kids.

# data[].attributes.body
Accommodations for students with deaf-blindness

1. Transferring content in a USB'
2. Provide contact information in e-mail and orally
3. Identify note-takers
4. Allow students to record
5. Preferential sitting
6. Transcribe material into an accessible format
7. Extended time for tests

Patience is key with these kind of students.
Avoid making assumptions about them.

Assistive technologies

A. For visual disabilities
Screen readers: Text to speech translation
Braille displays: A device that translates digital text into braille
Dictation: Software that allows students to navigate with their voice

B. For hearing disabilities
Alerting devices: Audio alerts into visual cues
Telecommunications: Amplified telephones, video chat.
Enhanced listening: cochlear implants
Visual communication: Captions and transcripts

Useful videos
Teaching children who are deaf-blind
https://www.youtube.com/watch?v=_Vop4S4iMhk
Support development for the deaf-blind
https://www.youtube.com/watch?v=6uxZ4u6nses

Websites and references

“Deaf-Blindness Overview.” Deaf-Blindness Overview | National Center on Deaf-Blindness, National Center on Deaf-Blindness, https://www.nationaldb.org/info-center/deaf-blindness-overview/.

Foley, E. “Understanding Assistive Technology: How Do Deaf-Blind People Use Technology?” Level Access, 31 Jan. 2021, https://www.levelaccess.com/understanding-assistive-technology-how-do-deaf-blind-people-use-technology/.

“Teaching Students with Deaf-Blindness.” Accessible Campus, 27 Feb. 2017, https://accessiblecampus.ca/tools-resources/educators-tool-kit/teaching-tips/teaching-students-with-deaf-blindness/.

# data[].attributes.attachment_link.description
It may seem that deaf-blindness refers to a total inability to see or hear. However, in reality deaf-blindness is a condition in which the combination of hearing and visual losses in children and youth cause "such severe communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for children with deafness or children with blindness" [34 CFR 300.8(c)(2)] or multiple disabilities.

# data[].attributes.body
1. https://www.theedadvocate.org/8-teaching-techniques-students-learning-disabilities/
2. https://www.special-education-degree.net/top-12-websites-children-learning-disabilities/#:~:text=Top%2012%20Websites%20For%20Children%20With%20Learning%20Disabilities,The%20Exploratorium%20...%208%208.%20Do2Learn%20...%20%E6%9B%B4%E5%A4%9A%E9%A1%B9%E7%9B%AE

# data[].attributes.headline
4. Developmental Delay (Galaletsang "Hali")

# data[].attributes.subject
4. Developmental Delay (Galaletsang "Hali")

# data[].attributes.body
Developmental delay can be understood to be a state of not reaching certain milestones as in an “expected” timeframe or at all. However, it should also be noted that “developmental delay” is not synonymous with a “lack of intelligence”, but that children with developmental delays just need extra help with their challenges.  https://www.teachingei.org/disabilities/primers/Developmental_Delay.pdf

According to IDEA, there are five areas  where children between the ages of 3 through 9 can be identified to have developmental delays. The five areas are; physical development, cognitive development, communication development, social-emotional development and/or adaptive development. Once a child has been identified to have one or more of these developmental delays, special education and services of similar focus can be recommended. https://edu.wyoming.gov/wp-content/uploads/2020/05/DD-Eval-Elig-Guidance-05-14-2020-1.pdf

Accommodations for children with Developmental Delays:

The following accommodations for children with developmental delays should be accommodations that can be made by a school and by teachers. However, I believe it is important that parents, too, play a crucial part in ensuring that these accommodations are put in place at home for a synergistic effect that these accommodations may have on children with developmental delays.

1. Therapy for developmental delay:

There are different types of therapies that can play a crucial role in accommodations made for children with developmental delays. Physical therapy, occupational therapy, speech and language therapy, behavioural therapy,  as well as early childhood special education. These different therapies align with the aforementioned areas of developmental delay that children may be challenged with. While these therapies may be recommended for children with developmental delays, it should be noted that these therapies alone cannot help students overcome their developmental delay(s) completely, but they sure are a way to help them get closer to the milestones they “should have” reached. https://www.ssmhealth.com/cardinal-glennon/developmental-pediatrics/developmental-delay

2. Communication Style Adjustment:

At All Play Learn, a few strategies have been considered that we (teachers and parents) can adapt to when communicating with children who have developmental delays. The first way is to “Get the child’s attention before communicating.” This can help tell that the child is focusing on what you are saying to them. The second way is to “Be clear and specific.” Sometimes, I like to think of this as making sure not to give a child too much information by trying to be as succinct as possible. The third way is to “Use visual instructions.” where you are able to communicate expectations with the child. This can be done in the form of a flash card, video or even TPR to help the child have a clearer understanding of what is expected of them. The fourth way is “Some children may find it easier if they can use gestures.” So, just as it may be easier for a teacher or parent to communicate with visual instructions, the same may be necessary for the child, but the manner in which the child does it might be even simpler than the teacher or parent - pointing to something. https://allplaylearn.org.au/early/educator/developmental-delay/#tips

3. Reduce background noise when giving instructions

All Play Learn also considers the importance of noise reduction when communicating with children with developmental delays. If a student, for example, struggles with sensory sensitivity - there is a chance that they struggle with auditory hypersensitivity as well. So, when there is background noise, it may be harder for the child to filter out background noise, therefore making it difficult for the child to receive (hear and clearly understand) instruction given by a teacher or parent. https://allplaylearn.org.au/early/educator/developmental-delay/#tips

https://www.griffinot.com/auditory-sensitivity-autism-sensory/#:~:text=Auditory%20hypersensitivity%20%E2%80%93%20what%20does%20auditory,more%20difficult%20than%20others%20do.

Assistive Technology for children with Developmental Delays:

A combination of no-, low- and high-tech assistive technology can be used to help children with developmental delays. The following assistive technologies can be considered suitable for children with developmental delays, and just like the accommodations, both teachers (schools) and parents should actively employ suitable assistive technology to ensure a synergistic effect.

1. Audiobooks (High-tech)

Audiobooks can be considered an alternative to a traditional reading approach. Instead of a child (student) depending on their ability to read a hard copy or ebook, audiobooks make reading more “accessible” where one can follow along and get a clear understanding of words (comprehension-building). https://www.thetechedvocate.org/assistive-technology-to-help-students-with-developmental-delays-succeed-academically/

2. Sticker Pages (No-tech)

Sticker pages are worksheets where a student would need to either outline an already drawn figure or create one of their own with the use of stickers. This type of activity helps a student work on their fine motor skills by strengthening their pencil-gripping fingers, which in turn help strengthen their grip for when they are tasked with writing activities. https://www.youtube.com/watch?v=0Zosc8dEBf8

2. Visual Schedules (No-tech)

To help a child build their cognitive skills and help them cope along the way, the use of visual schedules can be handy. Visual schedules are schedules that help children get used to following routine and understand what is expected of them after completing a certain task or activity. It focuses mainly on visual cues like pictures that tend to be clearer to children with developmental delays. It may also help them overcome the anxiety of trying to understand language especially in an environment that might be overstimulating for them in multiple ways.                                                        https://educationandbehavior.com/using-visual-schedules-2/

# data[].attributes.attachment_link.readable_text
Research has shown that the development of a child during his/her first three years has a significant effect on future success; and intervention for any developmental delays during these years can have a substantial positive impact. Pediatrics Plus is a participating provider of First Connections. If an infant or toddler is referred for therapy services or family intervention with Pediatrics Plus, our referral managers will walk interested families through the process of enrolling into the program, evaluate the child and family for eligibility, and provide any services for which the child and family qualify.

Arkansas First Connections Early Intervention Program

What is First Connections?

First Connections is a program that provides developmental services for infants and toddlers and intervention for their families. The First Connections Program partners with families to help remediate developmental delays, preferrably in a natural and routines based environment, in order to create the best foundation possible for infants and toddlers.

The First Connections Program is a federally funded program provided to states through Part C of the Individuals With Disabilities Education Act. (IDEA) The Arkansas Department of Human Services (DHS) is the Lead Agency for the Program. The Division of Developmental Disabilities Services (DDS) is the division within DHS, which has administrative responsibility for implementation of the program.

Who can be a part of the program?

Children ages birth to thirty-six months who:

Have a developmental delay in one or more areas of development. This delay must be 25% or more of their chronological age.

Have a medical diagnosis that has a high probability of resulting in a developmental delay.

What can the program do to help?

The program helps locate, coordinate, and fund an array of 16 services to assist the child and their family. These include:

Assistive Technology

Speech Therapy

Physical Therapy

Occupational Therapy

Special Instruction

Service Coordination

Health Services​

Social Work Services

Nutritional Services

Transportation

Vision Services

Multi-Disciplinary Evaluation

Medical Diagnostic Services

Psychological Services

Nursing Services

Audiological

Family Training, Counseling and Home Visits

Respite​

The program also provides supportive services to families to provide training to help understand and assist in their child's development. Services provided through the First Connections Program are:

Free to eligible infants & toddlers and their families

Voluntary on the part of the family

Provided by qualified professionals who meet state licensing requirements

# data[].attributes.attachment_link.keywords[]
find support and financial assistance with our first connections program. helping children and their families find the best healthcare our state has to offer.

# data[].attributes.attachment_link.title
Therapy for Developmental Delays | Central AR Pediatric Therapy

# data[].attributes.attachment_link.description
Research has shown that the development of a child during his/her first three years has a significant effect on future success; and intervention for any developmental delays during these years can have a substantial positive impact. Pediatrics Plus is a participating provider of First Connections.

# data[].attributes.body
Behavioural disabilities can be challenging for educators because there seem to be very few aids available. The struggling students can be very disruptive to the classroom experience, making it hard for others to learn. As edtech begins to play a more prominent role in our school districts, teachers may want to consider that assistive technology could help. The right tools might assist students when it comes to better organizing their tasks and coping with the demands of the classroom setting.

Assistive Technologies:

High Tech:

Text-to-Speech Software

Reminder Devices

Low Tech:

Voice Recognition Software

Talk Light

Accomadations:
Some examples of accommodations that have been found to be effective for students with EBD include:

– Testing accommodations such as extended time on tests, and small group testing environment

-Use of a calculator on math tests and homework

-Extended time on assignments that are in the general education curriculum

– Movement breaks as needed: use a pass system for breaks

– Offer choices: for example, students can demonstrate comprehension of a subject by handing in a traditional paper, video, or poster, etc.

– Preferential seating arrangements

– Frequent check-ins with the teacher

–Alternative seating such as wiggle cushions or exercise ball seating

1. https://www.theedadvocate.org/assistive-technology-to-help-students-with-behavioral-disabilities-succeed-academically/
2. https://sites.google.com/site/edemotionaldisturbance/assistive-technology
3. https://prezi.com/ptlrwxm4zqgk/assistive-technology-for-emotional-and-behavioral-disorders/
4. https://www.yourtherapysource.com/blog1/2022/03/11/accommodations-for-students-with-emotional-and-behavioral-disorders/
5. https://www.yourtherapysource.com/blog1/2022/03/11/accommodations-for-students-with-emotional-and-behavioral-disorders/

# data[].attributes.body
Definition: Defined by IDEA as "an impairment in hearing, whether permanent or fluctuating, that adversely affects a child's educational performance."

Hearing Impairment different from Deafness. Deafness is a severe form of Hearing Impairment. Students with Deafness cannot respond to any auditory stimulation with or without hearing aids. Hearing Impairment is less severe and students can respond to some auditory stimuli.

About 2 to 3 out of every 1,000 children in the United States are born with a detectable level of hearing loss in one or both ears.

Assistive Technologies/Accommodations:

Captions for films/videos

Sound amplification devices

Sit close to the front to help lip-reading

Dedicated note-taker, student can focus on class

An interpreter for students that know sign language

Speech, language, auditory training from specialist

Keep unnecessary background noise to a minimum

Sources:
https://dphhs.mt.gov/schoolhealth/chronichealth/developmentaldisabilities/hearingimpairment

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

https://www.thoughtco.com/recognizing-characteristics-of-deafness-3110771

# data[].attributes.body
Accommodation for students with Intellectual disabilities:

1. Use baby steps - break lessons into smaller chunks. This helps students with intellectual disabilities to actively participate in lessons as they do not feel overwhelmed be all the informations. Allow more time to complete assignments. Read aloud what you write on the board or present on an overhead visual. When using videos, use captions. Provide study guides.

2. Incorporate more physical learning experiences -  use hands-on activities with students with intellectual disabilities. It allows them to connect the concepts learned to the real-world and also visualize concepts they are learning. Abstract concepts can be difficult for students with intellectual disabilities to process and understand so making thew content more hands-on helps them with processing and understanding the information.

3. Provide immediate and consistent feedback - you can use a book or a journal to provide feedback. Students can refer to it any time and see their progress.

4. Provide visual stimulus - words can be overwhelming for students with intellectual disabilities. Use visuals - videos, photographs, etc., to help students understand and visualize concepts being taught.

5. Provide exam accommodations - extended examination time, option of oral exam, separate room without distractions, the assistance of reader.

6. Arrange a classroom so it is inviting,

Assistive Technologies:

Low tech: pens with special grip, the management tools such as activity planners, reminders (in form of boards in classrooms).

Mid tech: alternative keyboards and mouses (keys grouped by colors, less choices, larger buttons), organizers (books and journals for feedback for example), audio books, communication cards.

High tech: iPads, text-to-speech software, speech-to-text software, spell and grammar checkers, voice recognition software (including speech recognition for maths), screen readers.

Resources:

1. 5 strategies to use when teaching students with intellectual disabilities. The suggestions are in line with Hattie as well as UDL recommendations (such as the use baby steps and visuals).

2. A list of AT that can be used in classrooms with children with intellectual disabilities. In addition to just listing the AT tools it also classifies them and gives examples when and how they can be used. It also mentioned challenges of implementing the AI tools in classroom.
https://numberdyslexia.com/assistive-technology-for-students-with-intellectual-disabilities/

3. Interesting read on AT and its availability and challenges of implementing it and making it available to people who need it. It is shocking that with the recent development in technology only 10% of people who need AT has access to it:
https://www.frontiersin.org/articles/10.3389/fpubh.2017.00010/full

4. A video on Accommodations and Modifications for students with intellectual disabilities. It nicely describes the differences between the two and gives examples for each:
https://www.youtube.com/watch?v=O0xdaCEqrU0

5. Helping students with intellectual disabilities (autism) to communicate. An iPad app that assists non-verbal students to communicate with words:
https://www.youtube.com/watch?v=BPo1H1eMU9k

6. Accommodations and Modifications for students with Down syndrome. I found this video very interesting as it gives practical examples and strategies that can be used with students with Down syndrome to improve their participation in the classroom:
https://www.youtube.com/watch?v=km30n8neLyc

7. An inspirational talk to helping people (students) with intellectual disabilities go to college and prepare them for a productive and meaningful life. It is not about accommodations and AT, but something positive worth making a note of:
https://www.youtube.com/watch?v=cgzSH6GqiNs

8. https://communitymainstreaming.org/assistive-technologies/

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

10. https://www.washington.edu/doit/academic-accommodations-students-learning-disabilities

# data[].attributes.attachment_link.readable_text
As one of the most common developmental disabilities found within mainstream schools, most teachers will work with students with an intellectual disability frequently during their careers.

As such a vast, overarching umbrella, there are many different definitions and levels of difficulty for students with ID, making it even more essential to provide excellent strategies and a suitable learning environment for children that need that extra helping hand.

Diagnosed and supported by the Individuals with Disabilities Education Act, or IDEA, students with ID and their educators are provided with plenty of resources and tools to ensure they receive the education they need, with the accommodations they require to succeed.

Understanding students with an intellectual disability?

A broad category that includes various skill levels, severities, and support requirements, an intellectual disability can involve problems with an individual functioning intellectually and/or adaptively.

Examples of difficulties around intellectual functioning can include problem-solving, the ability to communicate effectively, or the capacity to learn. Adaptive functioning and behavior may include specific challenges such as hygiene, routines, or even day-to-day social skills. Some of the most common causes of ID are:

Genetic conditions - most commonly caused by abnormal genes inherited from the parent or due to errors in the combination of genes during development. IDs under this category may include Down syndrome and PKU or Fragile X Syndrome.

Gestational problems - a result of the baby not developing properly inside the mother. There are many causes for ID due to problems during pregnancy. Drinking during pregnancy or contracting a serious infection can cause this.

Birth problems - in prolonged or difficult births, where the baby may not be getting enough oxygen, the child's chance of an ID is greatly increased.

Health issues - various diseases and health concerns can lead to intellectual disabilities, such as measles or whooping cough. Malnutrition, poisoning, or lack of access to prompt medical care can also result in ID due to ill health.

Intellectual disability is not classified as a disease or a mental health problem. Over 425,000 children in the US have a form of intellectual disability and require special education or other accommodations within mainstream schools to succeed and learn effectively. While there is no cure for ID, there is plenty of evidence that with extra time and patience, children and individuals with this disability can accomplish and achieve many things, both in life and academically.

Students with an intellectual disability in the classroom

For children with an intellectual disability, certain aspects of development and learning can be stressful, difficult, or otherwise inaccessible. These challenges are especially obvious in the classroom, with many students with ID struggling with learning effectively. These characteristics can lead to impaired understanding and difficulty understanding concepts or 'keeping up' with other students.

For many ID children, the following difficulties may apply:

Difficulty in developing social and communication skills

Increased time needed for cognitive processing of tasks or new learning materials

Difficulty in understanding new or different information

Difficulty understanding or comprehending concepts that are abstract

Difficulty processing information sequentially

Because ID is a blanket term - similar to autism spectrum disorder in the classroom - children with this disability can require higher support and resources or none. With intellectual disabilities understood more than ever before when it comes to the needs and support of individuals with this disability, there is ample information for teachers and parents to provide insight into what an intellectual disability is.

For students with an intellectual disability, this is often not the only reason they struggle to work in a mainstream school environment. Between 40-60% of students with ID are also on the spectrum, leading to further difficulties in effective communication and learning.

Teaching students with an intellectual disability

When offering students with ID a fulfilling, suitable, and productive learning environment, it's important to consider the accommodations and requirements the child may need to perform as well in a mainstream education setting as other students. As such, employing practical strategies can be the perfect place to start.

These strategies are more versatile than simply applying to ID; there is also a great deal of crossover with the challenges faced by students with other learning difficulties, such as ADHD or autism spectrum disorder. As such, developing the insight and techniques needed to support students with ID can benefit a range of children.

Here are just a few of the teaching methods that educators can employ to support students with an intellectual disabilities:

Using small steps

For students with an intellectual disability, breaking down each learning task into small, easy-to-digest steps can be invaluable. Teachers can modify their existing curriculum by introducing each learning task as a series of short, individual actions instead of looking at the bigger picture.

This step-wise approach is the basis of many different learning models for all kinds of students, with each step and level of investment varying according to the specific requirements of the individual student.

Modify teaching to be more hands-on

Students with ID are known to struggle with abstract concepts individually, making some traditional teaching styles incompatible with their specific challenges. Opting to go more hands-on with teaching can provide a more kinesthetic approach for students.

An example of this would be teaching gravity by demonstrating how it functions in the real world by dropping an object to illustrate the force.

Think visual

The visual world and what is directly in front of the child are important factors in teaching a student with ID. They tend to do best in environments where visual aids or support is provided, whether to learn specific subjects or map their completed progress. Using charts with ID students has proven to be highly effective, especially with direct, immediate feedback.

For more insight into these teaching methods and why they are suitable for students with ID, this article on AAC offers further information and guidance.

Five ways to incorporate intellectual disability strategies into your classroom

While there are many general strategies and suggestions surrounding ID in the classroom, implementing those opportunities, and including them in your curriculum, is a different challenge altogether. But in mainstream schools, it's essential to balance offering support to your students and providing a well-rounded teaching experience.

These five methods offer simple, effective ways to incorporate elements of ID-suitable guidelines into any classroom with minimal disruption and excellent results:

1. Use baby steps

Start by breaking each lesson down into its simplest, most vital components. These steps can be provided to ID students alongside teaching a wider class to ensure they can keep up and develop the same understanding as their peers. To reduce frustration and encourage participation, this method is highly effective.

2. Incorporate more physical learning experiences

Whether using physical items to support learning in sciences or maths or simply offering a direct way for students to connect their learning to the real world, this method can be invaluable for all your students to help them develop their knowledge more well-rounded way.

3. Start a feedback book or chart

Students with ID can greatly benefit from immediate and consistent feedback. Using a feedback book or chart can create a record of that feedback, allowing the student to look back and see their development in black and white.

4. Encourage music in the classroom

Music can be a vital part of learning and development for any student, but for those with ID, it can be an especially powerful motivator. Music alongside concepts or lessons can help them retain information and offer greater engagement in the subject.

5. Provide visual stimulus

Whether it's simply drawing the concept, you're describing on a whiteboard or providing students with video or photographic content to study. ID students find it easier to focus when visually involved in the learning process.

With an intellectual disability such a common difficulty for many students, it's vital to ensure that they receive the same level of care and attention when it comes to their education as any other student. At the same time, teachers, educators, and parents must work together to ensure they provide the best environment for every student.

How we can help you with students with an intellectual disability

Platforms like Classful provide educators with the resources they need to make their classroom the best it can be for intellectually disabled students, and have never been quicker or easier. We do all the hard work for you, and you raise the money you need to support your favorite teacher and improve the educational possibilities of students with intellectual disabilities in the classroom.

# data[].attributes.attachment_link.title
Students with an Intellectual Disability (5 Methods to Help) - Classful

# data[].attributes.attachment_link.description
As one of the most common developmental disabilities found in schools, most teachers will help students with an intellectual disability during their career.

# data[].attributes.headline
8.Multiple Disabilities -  Liang Pu Tao (Amber)

# data[].attributes.subject
8.Multiple Disabilities -  Liang Pu Tao (Amber)

# data[].attributes.body
1. Definition: Multiple Disabilities
It means concomitant 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.
https://granite.pressbooks.pub/understanding-and-supporting-learners-with-disabilities/chapter/multiple-disabilities/
2. Assistive Technology for multiple Disabilities

Assistive Technology :
Audio players and recorders.
It may help your child to be able to listen to the
words while reading them on the page.

Timers.

Reading guides.

Seat cushions.

FM listening systems.

Calculators.

Writing supports.

Graphic organizers

plain communication board with pictures to which the student points.

Text to Speech.

Reading Pens.

Digital Recorders.

Accommodation for multiple Disabilities
Accommodation for multiple disability is used to describe an alteration of environment, curriculum format, or equipment that allows an individual with a disability to gain access to content and/or complete assigned tasks.
Example :

sign language interpreters for students who are deaf;

computer text-to-speech computer-based systems for students with visual impairments or Dyslexia

extended time for students with fine motor limitations,

visual impairments, or learning disabilities;

large-print books and worksheets for students with visual impairments;

trackballs and alternative keyboards for students who operate standard mice and keyboards.

Resource :

(Parent Information & Resources Center, 2015)
https://www.researchgate.net/publication/317060231_Assistive_Technology_for_Children_with_Multiple_Disabilities
3. Knowing more about Multiple Disabilities
https://www.youtube.com/watch?v=xKqN21OdsLQ
4. Special Education of Multiple Disabilities
https://www.youtube.com/watch?v=UzMaLV1Dpk4
https://www.understood.org/en/articles/8-examples-of-assistive-technology-adaptive-tools
5.https://verbit.ai/low-and-high-tech-assistive-technology-a-timeline-the-differences/
6.https://www.google.com/search?q=accommodations+for+multiple+disabilities&sxsrf=ALiCzsZ2jLVx-FjPJuwVSvMSjDTvZxznZw%3A1665533830870&ei=hgdGY-PkNMz0-Qat2qTQDQ&ved=0ahUKEwjjv-aCtdn6AhVMet4KHS0tCdoQ4dUDCA4&uact=5&oq=accommodations+for+multiple+disabilities&gs_lp=Egdnd3Mtd2l6uAED-AEBMgYQIxgnGBMyCBAAGAcYHhgTMggQABgFGB4YE8ICChAAGEcY1gQYsAPCAgcQIxiwAhgnwgIGEAAYBxgewgIIEAAYBRgHGB7CAgoQABgFGAcYHhgTkAYKSOMGUJIDWM8FcAF4AcgBAJABAJgBQqAB4wGqAQE04gMEIE0YAeIDBCBBGADiAwQgRhgAiAYB&sclient=gws-wiz

# data[].attributes.attachment_link.title
Multiple Disabilities – Understanding and Supporting Learners with Disabilities

# data[].attributes.attachment_link.description
…means 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 impairme…

# data[].attributes.body
Definition: Orthopedic impairments is generally known to be diagnosed during childhood. They are disabilities that effects the bones, joints, or muscles. There are several kinds of orthopedic impairments such as musculoskeletal disorders (disorders in the bones and/or muscles, for example: a missing limb), neuromotor impairments (an impairment of the nervous system, for example: cerebral palsy) , and degenerative diseases (something in the body that is degenerating, for example: muscular dystrophy). There are other causes, such as amputation, that fall under the category of orthopedic impairment.
https://www.drbillhefley.com/what-is-an-orthopedic-impairment/

- How to accommodate for orthopedic impairment
It depends on the disability since there is a wide variety that falls under the category. The first thing that should be done is to see what they have and don't have. Many families might have a wheelchair provided for, but maybe not the tech to help their speech or writing skills.

- Tech to help musculoskeletal disorders (Most of the tech is more centered around missing arms or hands which can be an issue).
Low tech: Book stand, Alternative grip tools, alternatives to use a computer mouse or keyboard
High tech: E-books, ipads, mobility devices such as wheelchairs

- Tech to help neuromotor disabilities (they mostly centered around cerebral palsy, which is a common neuromotor disability)
Low tech: Book stand, Alternative grip tools, pointing sticks
High tech: Dynavox (an almost ipad that allows eye movement to turn into speech),  mobility devices such as wheelchairs (most commonly electric)

- Tech to help degenerative diseases
Low tech: special chairs or tables, pointers
High tech: Any computer system with special keyboards, e-books, i-pads, special speech devices like Dynavox

Overall, there are very few devices that are not computer based in the orthopedic world. Especially since they are centered on effective mobility and speech. It is impossible to help with that without high technology.

1. https://www.youtube.com/watch?v=g95TO20hnmo
2.https://www.washington.edu/accesscomputing/resources/accommodations/activity-type/assistive-technology
3.https://granite.pressbooks.pub/understanding-and-supporting-learners-with-disabilities/chapter/orthopedic-impairments/
4.https://assistedtechnology.weebly.com/at-tools-for-physical-needs-meredith-chen.html

# data[].attributes.attachment_link.title
Assistive Technology in Action - Meet Elle

# data[].attributes.headline
10. Other Health Impairments-ADHD (James)

# data[].attributes.subject
10. Other Health Impairments-ADHD (James)

# data[].attributes.body
Because of the vast spectrum, and the varying degrees that attention deficit disorders can affect a student’s learning, all assistive technologies and accommodations that should be made should be based on a specific needs analysis performed by professionals in collaboration with parents/guardians. Generally, there is a distinction made between inattentive ADHD and Hyperactive ADHD based on the difficulties that the students face, and the support should be adapted to these distinctions.

Inattentive ADHD:

For most students with attention deficit disorders, information is processed more slowly, students are more likely to forget or lose things, as well as struggle with organization, planning, and inhibition.

Hyperactive ADHD:

The distinction between inattention and hyperactivity is generally related to lack of inhibition.  These students similarly struggle with executive functioning (organization, planning, working memory, etc.) but often also struggle with impulsivity. While inattentive students have trouble starting tasks, these students will often start and then become distracted and struggle with completion.

Many students with milder symptoms can be assisted simply through emotional and organizational support. However, other assistive technologies vary depending on the kind of material the students are working with. For example, both inattentive and hyperactive students struggle with reading comprehension. Inattentive students struggle due to processing information more slowly, poor working memory, and lack of engagement with the material due to disinterest. Additionally, hyperactive and impulsive students might struggle due to skipping lines or passages that are crucial to comprehension. Both require distinct assistive technologies in order to become autonomous learners.

General Accommodations:

Organizational strategies and emotional support/counseling, frequent feedback, consistent expectations, limit distractions, offer flexibility in expectations and rules as well as vary forms of communication and engagement (speak instead of write, standing desks, activities with incorporated physical movement, etc.)

Assistive Technologies:

Reminder/Organizational devices (ranging from interactive calendars to vibrating watches or vests) that allow the student to work in fixed time intervals and remind the student to focus.

Audiobook services for students with specific reading comprehension deficits.

Fidget devices or haptic feedback tools for hyperactivity.

Talking calculators for number processing (similar to the intention of audiobooks).

Music/Auditory stimulus during activities and assessments for engagement.

Speech to text software for writing.

Applications/software for guided meditations and de-stressing.

Sources:

https://www.ldatschool.ca/primer-adhd/

https://www.theedadvocate.org/assistive-technology-to-help-children-with-attention-deficit-hyperactivity-disorder-adhd-succeed-academically/

https://www.ldatschool.ca/appropriate-at/

https://guides.library.illinois.edu/c.php?g=490037&p=3350464

# data[].attributes.headline
11. Specific Learning Disability (deals with reading/writing/math) (Mitch)

# data[].attributes.subject
11. Specific Learning Disability (deals with reading/writing/math) (Mitch)

# data[].attributes.body
Specific learning disabilities (SLD) are high-incidence disabilities (more common) affecting basic functions of education: reading, writing, and arithmetic.¹ They are not visible and difficult to identify.² Students who struggle in specific learning functions (i.e. arithmetic or writing) may be struggling with a specific learning disability (requiring accommodations) rather than simply a learning deficit (requiring extra effort from the student).

It is important to differentiate between SLDs and other factors (ex. physical disability or absenteeism) that may contribute to a student struggling in a specific area. In identifying SLDs, IDEA requirements state that a "severe discrepancy between ability and achievement" must be determined on an individual basis, and not solely through standardized tests.² Students with SLD have average or higher intelligence, but their achievement is stunted due to the SLD. This can be easliy addressed by assistive tech and accommodations.

Examples of SLDs and assistive technologies (AT) include:

Dyslexia - Visual, auditory, or motor process deficits cause difficulty with reading, reading comprehension, or reading words out loud.

AT: Audio textbooks, text-to-speech software

Dyscalcula - Difficulty remembering numbers, ordering numbers, organizing numbers mentally or visually, or reading numbers correctly, and therefore, difficulty completing mathematical operations.

AT: Calculators (graphic or other specific kind), manipulatives

Dyspraxia - Deficit in messages from the brain to the body. While the body has all it's functions, there is difficulty with specific tasks, such as; speech, posture, sense of direction, catching/throwing, etc.

AT: using word processor to communicate, dictionary/word list, manipulatives

Auditory Perceptual Deficit - While hearing ability is normal, there is difficulty receiving/processing auditory information.

AT: voice recorder, speech-to-text

Visual Perceptual Deficit - While vision is normal, there is difficulty receiving/processing visual information (i.e. aligning numbers on a page or copying information from board)

AT: manipulatives, speech-to-text, text-to-speech

(Project T.A.P.E. College of Education, Northern Illinois)³

Ideas for Accommodation

Making notes available for reference at home: online, as handout, or through a peer notetaker (note-taking while listening can be a struggle)

Record the audio from class

Allowing more time for assignments or exams

Assist them in organizing and planning for a large task

Options for exams: quiet room, oral exam, use calculator, spelling/grammar/reading/scribe assistance,

(Academic Accommodations for Students with Learning Disabilities, Washington.edu)⁴

The information about SLDs was very helpful for me. I even thought of friends who have struggled academically who may have an SLD, but the believe they're unintelligent. This is a tragic reality for many. Due to the wide variety of learning functions that can be affected by an SLD, it is difficult to make  a comprehensive list of assistive technologies and accommodations in a short post. Still, greater awareness of these various challenges facing students, which teachers are likely to encounter, along with remedies will certainly help many students around the world.

1. https://yourbrain.health/specific-learning-disability/
2. https://crsreports.congress.gov/product/pdf/R/R46566
3. https://docest.com/specific-learning-disabilities-accommodations
4. https://www.washington.edu/doit/academic-accommodations-students-learning-disabilities

# data[].attributes.attachment_link.readable_text
" Uh...uh...I don't know," responds the child prompted to answer a question in class. Upon the first assumption, the kid caught off guard and unable to answer the teacher's inquiries are simply goofing off or fooling around. However, that is far from the case for someone with a specific learning disability. Reading, writing, arithmetic-the basic subjects taught in school do not always come easily in the presence of specific learning disability. Find out what is a specific learning disability, symptoms, treatment and how determining the type of specific learning disability is the key to success.

Specific Learning Disability

A specific learning disability describes a group of neurological processing disorders. Such disorders are life-long. They impact learning and are infamous for impairing academic skills. The subjects of math, reading, and writing are most often affected. Depending on the specific learning disability, other aspects of cognitive function suffer. This includes executive functions: attention, long or short term memory, working memory, planning, organization, and even reasoning. As a result, problems listening, thinking, and speaking are additional manifestations.

It is important to note that children and adults diagnosed with a specific learning disability are in no way unintelligent. The stigma attached to learning disabilities is unwarranted because many with learning disabilities are of average intelligence.

Demographics reflect that there are risk factors for specific learning disabilities. Males are more likely to be diagnosed than females. Frequency increases with age. The older the student, the longer a specific learning disability has to become obvious. Public trends show that "12 percent of children living in families below the federal poverty line were identified as having a learning disability, compared with six percent of other children" ("Child Trends," 2014). Despite the socioeconomic influence, 2013 trends do not prove racial and ethnic differences.

Approximately 47 percent of students in the United States receive services for a specific learning disability, according to the U.S. Department of Education. While specific learning disabilities are high-incidence, the underlying causes are not entirely understood. Experts like Sheldon Horowitz, Ed.D have contributed some possibilities:

Genetics-Specific learning disabilities are often seen within families.

Illness before or during birth-Premature labor, delayed birth, low birth weight, or a lack of oxygen all have effects on the brain that impact a child's learning.

Exposure to drugs and alcohol in-utero-Both alcohol and drugs harm a developing fetus, interfering with brain development.

Traumatic Brain Injury (TBI)-There is an association between specific learning disabilities and traumatic brain injuries. Being hit in the head or shaken to cause trauma can potentially damage areas in the brain to alter cognitive processing.

Starvation-Certain nutrients including omega-3 fatty acids are crucial for brain development and brain function (Gómez-Pinilla, 2008). Deprivation of these nutrients prevents the brain from functioning at its highest level. In some cases, like with B12 deficiency, vitamin and nutrient deficiencies lead to permanent neurological damage.

Toxic substances-Lead, mercury, endocrine disruptors, and pesticides are toxic substances connected with numerous accounts of specific learning disabilities.

There are numerous types of specific learning disabilities. Regardless of the diagnosis, they typically share a common set of characteristics indicative of their disability.

Academic problems-Although the symptoms of specific learning disabilities extend beyond an academic standpoint, academic problems are frequently the first sign of the condition.

Reading difficulties- Fluency, comprehension, and word analysis are skills related to reading, which is the number one academic skill affected by a specific learning disability. Specific learning disability delays reading milestones. Language difficulties-Language difficulties are in oral and written language.

Disorders of attention-Attention is an executive function characterized by focused awareness on an object or subject while excluding surrounding stimuli. Specific learning disabilities are prone to shorter attention spans. In combination with impulsivity and hyperactivity, attention deficit hyperactivity disorder (ADHD) is a comorbid diagnosis.

Behavioral problems-Behavioral problems from specific learning disabilities stem from the inability to follow instructions in a classroom setting and a short attention span, poor memory, and the need for movement (hyperactivity).

Poor motor abilities-Fine motor skills are a beginning sign of a specific learning disability. This impacts tasks involving hand-eye coordination (i.e. holding a pencil, handwriting, copying accurately).

Psychological process deficits- Processing deficits are the psychological functions that aid in interpreting information. Visual and auditory perception are prevalent deficits in those with specific learning disabilities, meaning the process of attaching meaning to sound and sight is hindered. Without supportive resources, comprehension problems are a risk.

Decline in social skills-Those with specific learning disabilities might misunderstand jokes and sarcasm, incorrectly interpret non-verbal cues (i.e. gestures and facial expressions), and struggle to convey their emotions.

Auditory processing disorder is a hearing problem distinguished by the inability to differentiate the sounds that form words regardless of volume. It is classified as a specific learning disability because it interferes with how the brain recognizes sound. Affecting 5 percent of school-aged children, the main sign of auditory processing disorder is difficulty remembering verbally instructed tasks, but not non-verbal environmental sounds. Additional symptoms are confusion over figurative language, misspelling and mispronouncing words, confusing similar sounding words, and ignoring pertinent stimuli when already consumed in another activity.

Dyslexia is a specific learning disability of language skills. Known as a language-based learning disorder, dyslexia interferes with both oral and written language. Processes that facilitate reading are extensively affected-fluency, comprehension, recall, writing, spelling, speech, and decoding (how speech sounds relate to letters and words). Symptoms of dyslexia are evident in school while learning to read in early childhood. Those with dyslexia read slowly, substitutes letters and words, cannot recall known words and sequential items, and struggles to visualize letters in words.

Dyscalculia is a specific learning disability in math. The disorder impedes the process of understanding math concepts. Someone with dyscalculia has to work harder to master the mechanics of math. This includes identifying visual-spatial patterns of numbers and placing word sounds with its number symbol. They also have difficulty with working memory like retaining numbers to compute a math problem. Dyscalculia causes symptoms outside of academic situations such as when shopping, telling time and following directions.

Children diagnosed with dyscalculia rely on finger counting to solve math calculations. Skipping over numbers while counting, problems with fractions, and misunderstanding words that pertain to math (i.e. greater than and less than) are the initial manifestations.

Adults can have dyscalculia too. Signs for adults with dyscalculia progress to include grasping information on charts and number lines, confusion when measuring, and errors in counting money.

Language processing disorder is a type of auditory processing disorder. While auditory processing disorder effects all sound stimuli, language processing disorder applies only to language processing. Language processing disorder is essentially a communication barrier. Those with the diagnosis struggle to understand what others are saying and to express their thoughts clearly as they are speaking. Issues with word retrieval, like the tip of your tongue phenomena, is a hallmark sign of language processing disorder, followed by shyness, poor writing, difficulty labeling objects, and depression from the inability to convey feelings are common characteristics.

Dysgraphia is a specific learning disability affecting spatial motor skills. It mainly presents in the process of writing-handwriting, spelling, spatial planning, and spacing. Dysgraphia causes inconsistencies in spelling and shapes discrimination, omitting letters, illegible handwriting, and mixing cursive and print. The symptoms typically begin around the age one learns to hold a pencil. Incorrectly gripping writing utensils is of great discomfort for people with dysgraphia.

The frequency in which dysgraphia is diagnosed increases up to 20 percent of students as the requirements for writing go up with grade level. Children with dysgraphia might exhibit complications with fine motor tasks like tying their shoes or cutting food. However, milder cases are only noticed while writing.

As the name suggests, visual motor deficit is a specific learning disability affecting visual processing. Visual processing occurs in the brain, but the sensory data is first perceived through the eyes. Those with a visual motor deficit cannot process all information from visual stimuli. This causes variations in writing, the inability to discern shapes, and inaccurate drawing and copying. Visual-motor deficit develops in children and adults. Holding the paper at strange angles, closing one eye, and misaligning letters are physical indicators of the disorder.

A non-verbal learning disorder is a specific learning disability marked by the failure to process non-verbal cues. Non-verbal cues are gestures and facial expressions significant to daily interactions and socialization. In those with non-verbal learning disabilities, verbal skills are strong, but motor, visual, and spatial skills are lacking. They are usually clumsy due to poor motor-coordination skills.

A specific learning disability is diagnosed after formal education starts because the disorders cause poor academic performance. For most children, teachers observe the warning signs of the various learning disorders and notify the proper professionals to make the diagnosis. Psychologists have the credentials to diagnose specific learning disabilities if their patient meets all of the four strict diagnostic criteria:

1. Difficulties with reading, spelling, writing, or math and number concepts longer than 6-months despite targeted help

2. Academic skills fall below what is normal for the patient's age range

3. Symptoms originate around school-age

4. A child or adult cannot be diagnosed if symptoms are attributable to other sources: intellectual disability, neurological condition, failure to attend school, sensory impairment, or hearing and vision issues

Specific Learning Disability Occurs in Children and Adults

Whether it's a teacher attempting to navigate the academic effects, the student with the disorder, or a parent seeking to provide an encouraging environment, specific learning disabilities are challenging on all levels. Do not give up hope. There are interventions to manage the signs and symptoms.

School Accommodations

Extended time-Processing stimuli is not done as quickly in someone with a specific learning disorder. They require additional time to read, calculate math equations, or for motor skills like writing.

Frequent breaks-Many with specific learning disabilities have deficits in attention. Frequent breaks to stretch, eat a snack or use the bathroom overcome the inattention arising during lengthy tests.

Timing-Scheduling tests at certain times of the day might be more conducive.

Scribe-A scribe bypasses the motor skills of writing. The student verbally expresses what they wish the scribe to write on the paper.

Large print-If visual information is affected, giving the student a copy of the materials is easier for them to see.

Designated reader-While students are encouraged to read themselves, a designated reader gives aids the student in reading for certain assignments.

Private room-A private room for testing is ideal for those who are easily distracted and cannot focus with the presence of multiple stimuli.

With academic performance so affected, school accommodations are crucial for success. Students with specific learning disabilities are eligible for a 504 plan or an IEP (Individualized Education Plan). The IEP dictates what accommodations are appropriate for the individual, as needs vary depending on the exact diagnosis. Examples of possible school accommodations are:

Step by step teaching-Divide lessons into smaller steps to promote learning.

Multi-sensory approach-The multi-sensory approach to learning utilizes visual, auditory, and kinesthetic-tactile pathways to expedite learning written language. Multi-sensory approaches are helpful for dyslexia.

Model-Teachers model the behavior and actions they desire from their students.

Use diagrams and pictures-Diagrams and pictures are another means of presenting data. If the student struggles with auditory information, accompanying that data with visuals enhance learning.

Create a quiet environment-It is tough for any student to focus with ongoing noise. That struggle is increased for those with learning disabilities whose brains are already in overdrive to process stimuli.

Provide outlines-Having chapter outlines in advance summarizes the information the student would otherwise have to read, process, and then comprehend.

Peer assistance-Some students with learning disabilities can flourish in social settings. Allowing peer assistances is a less confrontational manner to address learning problems.

Teachers have a paramount role in the education of a student with a specific learning disability. Implementing teaching strategies that aid in the easier processing of information is cornerstone to a student's success in school.

Tips for Managing Your Child's Specific Learning Disability

Establish the child's learning style-Visual, auditory, or kinesthetic are the types of learning styles.

Research-Keeping up on the latest research on specific learning disabilities expands knowledge on your child's disorder and contributes to the possibility of offering new suggestions to your child's team.

Focus on strengths-Children with specific learning disabilities can suffer from depression and low self-esteem. Focusing on your child's strengths increased their self-worth while also conveying that their disorder does not define their entire person.

Listen-Between teachers, school counselors, and psychologists, there will be many perspectives on your child's specific learning disability. Listen to each outlook so that your child has the best chance of success in life and in school.

Perseverance-There is no "right" way to manage a specific learning disability. Finding what interventions work for your child involves a persevering attitude. If one option is unsuccessful, do not give up.

Decrease stress-Eliminating all stressors in life is impossible, but reducing your child's stress is beneficial to their mental and physical wellbeing. They are already dealing with an obstacle their peers are unfamiliar with, so limiting unnecessary stress is favorable to their education.

Parents of children with a specific learning disability experience a range of emotions. From guilt to proactive determination, remember that your child's learning disability is no fault of your own. While you may not be able to heal your child of their disability, you can implement these tips to manage their specific learning disability.

Resources

Child Trends Databank. (2014). Learning disabilities. Retrieved from https://www.childtrends.org/?indicators=learning-disabilities

Gómez-Pinilla F. (2008). Brain foods: the effects of nutrients on brain function. Nature reviews. Neuroscience, 9(7), 568-78.

Mount Sinai Medical Center. (2012, April 25). Top ten toxic chemicals suspected to cause autism and learning disabilities. ScienceDaily. Retrieved February 26, 2019

# data[].attributes.attachment_link.title
Specific Learning Disability: Complete Guide - Health, Brain and Neuroscience

# data[].attributes.attachment_link.description
" Uh...uh...I don't know," responds the child prompted to answer a question in class. Upon the first assumption, the kid caught off guard and unable to answer the teacher's inquiries are simply goofing off or fooling around. However, that is far from the case for someone with a specific learning disability.

# data[].attributes.headline
12. Speech or Language Impairment (Brett)

# data[].attributes.subject
12. Speech or Language Impairment (Brett)

# data[].attributes.body
Definition:
A speech impairment is an impaired ability to speak. It can range from severe to mild and includes fluency disorder, articulation disorder, or voice disorder. It should be noted that each of these qualifications has numerous subsets. It is also often accompanied by a hearing disorder.

Assistive Technologies Teachers Can Use:

1. Non-verbal communication cards or picture cards/boards

2. Text-to-speech applications or readers

3. Low-tech options like pen and paper or a personal whiteboard on which a student can write

4. For students with a stutter, there are two kinds of Electronic Fluency Devices: Delayed Auditory Feedback and Frequency Altered Feedback

5. Voice amplification devices

6. Artificial larynx

7. Symbol-making software

Other Steps Teachers Can Take to Help:

1. Move speech impaired students closer so that they don't need to raise their voices when they are already struggling to speak

2. Be patient with the student when they attempt to speak

1. Also, ensure the other students exercise patience with the speech impaired student

3. Be a good speech model for the student

4. Regularly check with the student to be sure he or she understands any assignments

5. Create a positive environment that is supportive of all students

1.
https://www.washington.edu/doit/what-speech-impairment

2.
https://kidshealth.org/en/parents/speech-language-factsheet.html

3.
https://www.twinkl.co.th/teaching-wiki/accommodations-for-speech-and-language-impairments

4.
https://guides.library.illinois.edu/c.php?g=613892&p=4265891

5.
https://mn.gov/admin/at/getting-started/understanding-at/types/

# data[].attributes.attachment_link.readable_text
A speech impairment refers to an impaired ability to produce speech sounds and may range from mild to severe. It may include an articulation disorder, characterized by omissions or distortions of speech sounds; a fluency disorder, characterized by atypical flow, rhythm, and/or repetitions of sounds; or a voice disorder, characterized by abnormal pitch, volume, resonance, vocal quality, or duration.

The American Speech-Language Hearing Association (ASHA) has published its official definitions in Definitions of Communication Disorders and Variations.

Additional information is available from Speech and Language Impairments hosted by the Center for Parent Information and Resources.

# data[].attributes.attachment_link.description
A speech impairment refers to an impaired ability to produce speech sounds and may range from mild to severe.

# data[].attributes.body
Traumatic brain injury (TBI), a form of acquired brain injury, occurs when a sudden trauma causes damage to the brain. TBI can result when the head suddenly and violently hits an object, or when an object pierces the skull and enters brain tissue.  Symptoms of a TBI can be mild, moderate, or severe, depending on the extent of the damage to the brain.

Mild traumatic brain injury
The signs and symptoms of mild traumatic brain injury may include:
Physical symptoms

Headache

Nausea or vomiting

Fatigue or drowsiness

Problems with speech

Dizziness or loss of balance

Sensory symptoms

Sensory problems, such as blurred vision, ringing in the ears, a bad taste in the mouth or changes in the ability to smell

Sensitivity to light or sound

Cognitive, behavioural or mental symptoms

Loss of consciousness for a few seconds to a few minutes

No loss of consciousness, but a state of being dazed, confused or disoriented

Memory or concentration problems

Mood changes or mood swings

Feeling depressed or anxious

Difficulty sleeping

Sleeping more than usual

Accomadations:
Classroom Accommodations:

Allow additional time to complete in-class assignments

Allow for extra or extended breaks

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

Allow student to audio record lectures for later playback

Provide both oral and written instructions; clarify instructions

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

Test Accommodations:

Allow additional time to complete tests.

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

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

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

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

Assistive Technologies:
High Tech:
- GoTalks
- Sony ICD-UX530 Series Voice Recorder
Low Tech:
- Dragon Naturally Speaking
- Co:Writer Universal

1. https://guides.library.illinois.edu/c.php?g=497977&p=3409451
2. https://www.youtube.com/watch?v=cFtg2xub10E
3. https://www.brainline.org/article/accommodations-guide-students-brain-injury
4. https://www.ninds.nih.gov/health-information/disorders/traumatic-brain-injury
5. https://www.mayoclinic.org/diseases-conditions/traumatic-brain-injury/symptoms-causes/syc-20378557

# data[].attributes.body
What is visual impairment?

Visual impairment is the term used to describe a loss of sight that cannot be corrected using glasses or contact lenses. There are two main categories of visual impairment:

Registered partially sighted, which means the level of sight impairment is moderate

Registered blind, which means a severe sight impairment where activities that rely on eyesight become impossible

Accommodations for learners with visual impairments.

1. Audiotaped, Brailed, or electronically formatted texts.
2. Verbal descriptions of visual aids.
3. Raised line drawings and tactile models of graphic materials.
4. Computer with optical character reader, voice output, Braille screen display and printer output.
5. Copies of overhead projector/smartboard activities to be viewed at his/her desk as needed.
6. The teacher or presenter should verbalize all information as it is written on the board or overhead.
7. Information presented on the board should be in a high-contrast colour.
8. Use a slant board to position papers appropriately for reduced visual strain and to avoid glare.
9. The computer screen should be at eye level and tilted to avoid glare.
10. Use recorded text as needed.
11. Classroom recording of lectures/instruction by the student.
12. Use a reading guide to assist in keeping place while reading and completing worksheets.
13. Present materials against a plain background
14. Use a good contrast background and present it on a contrasting tray or mat.

Assistive technologies.
Non-tech
Slanted surfaces (boards) and magnifying bars.
Low-tech
MP3 -Player
High-tech
Text to speech

Websites/references.
1. https://www.washington.edu/doit/what-are-typical-accommodations-students-blindness
2.https://www.teachingvisuallyimpaired.com/accommodations--modifications.html
3.https://www.teachingvisuallyimpaired.com/accommodations--modifications.html

# data[].attributes.attachment_link.title
Visual Impairment | Accessibility and Disability Resource Centre

# data[].attributes.attachment_link.description
This section contains information on effective ways of supporting students with visual impairments. Key Support Actions What is visual impairment? How does having a visual impairment impact on study?