# data[].attributes.body
Speech or language impairment means a communication disorder, such as stuttering, impaired articulation, a language impairment, or a voice impairment, that adversely affects a child’s educational performance.
It is different from language delay that is  characterized by the emergence of language that is relatively late albeit typical in its pattern of development.
It is also different from language difference that is associated with systematic variation in vocabulary, grammar, or sound structures.

# data[].attributes.body
What is a Traumatic Brain Injury?

# data[].attributes.body
A neurodevelopmental disorder where the person has significant limitations in intellectual functioning and/or adaptive behavior. Which means with this condition a person might have difficulty with daily activity like social emotional, communicating with others and/or have difficulty learning, thinking logically etc.

# data[].attributes.body
Emotional disturbance is defined as: a condition exhibiting one or more of the following characteristics over a long period of time:

a. An inability to learn that cannot be explained by intellectual, sensory, or health factors

b. An inability to build or maintain satisfactory interpersonal relationships

d. A general pervasive mood of unhappiness or depression

# data[].attributes.headline
How can we help kids with speech/language impairment?

# data[].attributes.subject
How can we help kids with speech/language impairment?

# data[].attributes.body
The consequences of untreated speech-language problems are significant and lead to behavioral challenges, mental health problems, reading difficulties, and academic failure including in-grade retention and high school dropout.
Moreover, speech impairments at all stages of life can also lead to social isolation, embarrassment, even shame, because of having troubles in expressing.

Virtual Settings

Below are some specific challenges that children with speech and language disorders may have in virtual settings—and tips for improving their success.

Challenge #1: Being Understood. For example, a child who has trouble with pronouncing certain sounds, or a child who stutters, may be harder to understand via remote connection.

How to Help: Parents can make sure their teacher knows what supports or strategies the child needs. These may include asking a child to repeat what they said, say it using different words, type it in the chat, draw it on a whiteboard, or use gestures if others don’t understand. Parents also can encourage the teacher and classmates to tell the child if they don’t understand them.

Challenge #2: Understanding. For example, a child with a language disorder or social communication disorder may miss certain cues from the teacher that normally occur in person and that aid in comprehension—such as pointing to portions of the text when reading.

How to Help: Make sure that the teacher knows what supports or strategies your child may need. These may include use of captioning, additional “wait time” to allow the child to process information, or rephrasing of messages if the child doesn’t seem to understand. Parents can encourage their child to speak up if they didn’t understand—and even develop a script for doing so (e.g., “I didn’t get it—say it again, please”).

Challenge #3: Distraction. Children with speech and language disorders may be more easily distracted—by other children on the screen, noises or activities occurring in their own home, or the learning platform/technology itself.

How to Help: Consider the physical setup of the child’s work area, such as seating comfort, screen glare, and lighting. Try to find a quiet spot, accounting for noise from appliances (e.g., dishwasher, washer/dryer); from other people in the house; or from outside (e.g., from open windows). Eliminate technology-based distractions by closing other applications, turning off alerts, and covering distracting parts of the screen (e.g., their own image or those of particular classmates) with sticky notes.

Challenge #4: Social Isolation/Limited Social Practice. Children with language disorders and social communication disorders generally require lots of interaction with peers to improve social skills.

How to Help: Ask the teacher if it’s possible to use breakout rooms with smaller groups for some lessons or set up after-school virtual activities. Organize phone calls and virtual play dates. Use social stories (short stories that illustrate a particular situation that may be challenging for children) to help explain the need for separation.

Challenge #5: Screen Fatigue.This is an issue for all children, but for those with speech and language disorders who put more effort into communication under normal circumstances, the extra energy it takes to communicate virtually can make them especially susceptible to screen fatigue.

How to Help: Make room in the daily schedule for “ramp-up time” if a child needs additional time to get ready to learn or “cool-down time” to transition out of learning. Using a visual schedule to show the times for various tasks—and to highlight upcoming fun activities or breaks—can help. Also, provide lots of movement opportunities: pair review of educational content with physical activity (e.g., practice times tables during a walk around the block), and alternate educational time with physical time, when possible.

Challenge #6: Participation in Asynchronous Activities. Students may struggle to stay motivated or complete activities that are expected to occur outside of live class time, such as watching pre-recorded videos.

How to Help: Consider the timing of meals, sleep, medication, and sibling schedules to find the best time to complete these tasks.

Challenge #7: Role of Parent as Facilitator/Educator. A pain point for many families, parents of children with speech and language disorders have additional challenges as they try to help their child with school while also meeting their unique needs.

How to Help: Communicate with the teacher and school speech-language pathologist about challenges. Parents can even take a video of some challenges in action so professionals can offer feedback. Use a visual schedule to show “practice with mom” or “homework with dad” time. Consider cooperative groups or pods to share responsibilities with other families if you feel it’s safe (share your child’s communication needs with other parents or helpers).

In-Person Settings

The physical school environment will look very different, and change can be especially hard for children with speech and language disorders.

Challenge #1: Changes From Familiar Routines. New restrictions on where children can go in the building, where they eat lunch, where they have recess, and who they work and share materials with will require them to “un-learn” much of what they know. Children may also be challenged by new seating and classroom arrangements, and restricted interactions (e.g., no hugs, high fives, or fist bumps).

How to Help: Help a child be prepared for these changes—use social stories, visual schedules, and other visual supports to help set expectations. Have them practice telling the teacher if they’re not feeling well or need to use the bathroom.

Challenge #2: Mask/Face Covering Use by Students. Students may be bothered by masks or find them uncomfortable. They also won’t be able to see facial expressions and other visual cues that aid in communication with their peers when solid face coverings are used.

How to Help: Use social stories on wearing a mask, decorate and personalize the child’s mask, have them practice wearing the mask at home for longer periods of time to increase tolerance, and help them identify a “mask model”—someone the child looks up to who wears a mask. Practice using and interpreting facial expressions using the eyes and upper part of the face at home with the child.

Challenge #3: Mask Use by Teachers/School Staff. Limited physical views of facial expressions makes understanding the teacher’s meaning, intent, and emotion more difficult. It also may be harder to recognize familiar people.

How to Help: Review pictures of friends, teachers, and staff without masks—and talk about how a child can identify those people (e.g., focus their attention to the person’s eyes, hair, and other distinguishing features).

Challenge #4: Following infection control routines. The need for frequent handwashing or use of hand sanitizer may be difficult to understand for some children.

How to Help: Social stories, visual schedules, sharing videos from familiar favorites (e.g., Sesame Street), or timing 30 seconds of handwashing to favorite songs can all help.

Some children may be taking part in hybrid scenarios this fall, which can pose the challenges presented by both virtual and in-person settings—as well as the added challenge of a constantly varying routine. In such cases, visual schedules, checklists, and large color-coded wall calendars are helpful for children with speech and language disorders.

For more information, visit www.asha.org/public/.

# data[].attributes.body
Learning or academic:

-Scaffold the lesson and give small direct instructions.

-Repeat instruction and at the same time keep asking if they are able to understand or clarification is needed.

-Avoid distraction and may be working in a small group or peer working.

-Use more examples or visual things for better understanding.

-Teaching organizational skills and also executive functioning.

Social-emotional:

-Try to engage in one to one conversation.

-Add in group or peer

-In the classroom pay extra attention in group work and sitting arrangements.

-Model to teach behavior or how to act with others.

-Read books social emotional story

-Do role play with other students

-Have positive reinforcement and praise while doing good and ignore wrong behavior.

# data[].attributes.body
anxiety disorders

bipolar disorder (sometimes called manic-depression)

conduct disorders

eating disorders

obsessive-compulsive disorder (OCD)

psychotic disorders

# data[].attributes.body
Assistive technology can be defined as any piece of equipment or device that can be used to increase independence of children who have physical and/or cognitive, learning, speech, visual and/ or learning disabilities by allowing the individual to live a more independent functional life. AT devices are the tools which children with disabilities use for living, learning, communication, working, and playing. There are some assertive technologies used for students with speech/ language impairment.

It is also a text to speech software that can take your word documents, emails, etc and it speaks the documents on the computer or a portable device and they also have an app for IOS. This helps with reading comprehension and those with dyslexia.

The 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.

Augmentative and alternative communication (AAC) includes all forms of communication other than oral communication that an individual might employ to make known his/her thoughts. AAC work to compensate for impairments that an individual might have with expressive language abilities. Each system works to maintain a natural and functional level of communication. There is no one best type of AAC for all individuals; rather, the best type of AAC will be determined by the strengths and weaknesses of a specific individual. While there are a large number of types of AAC, there are fundamentally two categories: aided and unaided.

Unaided systems of communication are those that require both communication parties to be physically present in the same location. Examples of unaided systems include gestures, body language, sign language, and communication boards. Communication boards are devices upon which

letters, words, or pictorial symbols might be displayed; the individual may interface with the communication board to express him/herself to the other individual.

Aided systems of communication do not require both individuals to be physically present in the same location, though they might be. Aided systems are often electronic devices, and they may or may not provide some form of voice output. If a device does create a voice output, it is referred to as a speech generating device. While the message may take the form of speech output, it may also be printed as a visual display of speech. Many of these devices can be connected to a computer, and in some cases, they may even be adapted to produce a variety of different languages.

# data[].attributes.attachment_link.title
Using Text-to-Speech Assistive Technologies to Support Students

# data[].attributes.body
For different intellectual disabilities the ATs are different. But we always have to remember that ATs are not not mandatory things. It’s just accommodating or supplementing by creating the link that they are missing because of this condition.

-Graphic organizer, reminder,time management tool or planner as the cognition aid to help the students who have issues with memory or attention.

-Communication tools, cards, audio book and visual cues for the students who have a lack of communication skill.

-As educational tools, voice recognizer program, screen reader, certain calculators etc could be used for reading, writing or math.

# data[].attributes.body
Students that suffer of emotional disturbance may show in in different ways. Some may manifest through actions that direct problematic towards themselves, like anxiety, depression and self-isolation; this is known as internalizing behaviour. Others may manifest through troublesome actions directed towards others or their environment, like destruction of property, acts of physical violence or exhibiting threats to others. When identifying these behaviours, an instructor should find different ways to support the students to find different ways to cope and improve.

Identify the problem

A good place to start is identifying that the student is suffering of a specific problem. Once the problem has been identified (whether the student has been analyzed by the school psychologist or referred to someone outside of school), the instructor can learn to implement ways to support the student inside the classroom.

How can you help?

#1 Create a welcoming environment
Considering the student is dealing with an emotional disturbance, it will be difficult for the student to initially open up. One good way to make the student feel supported is to always ensure that there is a welcoming environment in the classroom. This will make them feel like they can feel comfortable when they are outside of their comfort zone and perhaps could open a door for the student to speak to you about what they are going through.

#2 Show tolerance
The student might not feel comfortable to do certain tasks or might need more time in an assignment. This doesn't have to be applied always- the instructor can choose when they feel appropriate to apply this, but it's important to be open to giving them some additional support as a way to avoid confrontation and open a space for comfort.

#3 Get to know them!
Each student is different, and so is each diagnosis; get to know them as a way to learn what will benefit them! Find a way to speak to their parents, their past instructors and even attempt to have a conversation with them. It might be difficult, and there is a big chance that this student won't be the easiest to assist, but there is no better way to help than to go to the main source.

# data[].attributes.attachment_link.title
Using visuals to support LANGUAGE and ATTENTION

# data[].attributes.body
https://dphhs.mt.gov/schoolhealth/chronichealth/developmentaldisabilities/emotionaldisturbance

https://www.education.com/slideshow/ways-help-students-emotional-disturbance/teach-social-skills/

https://www.parentcenterhub.org/emotionaldisturbance/

# data[].attributes.attachment_link.title
10 Ways to Support Students Who Are Emotionally Disturbed

# data[].attributes.attachment_link.description
Find out how you can help your student achieve her full potential.

# data[].attributes.body
1. https://sites.ed.gov/idea/regs/b/a/300.8/c
2. Selin, C. M., Rice, M. L., Girolamo, T. M., & Wang, C. J. (2022). Work Setting Effects on Speech-Language Pathology Practice: Implications for Identification of Children With Specific Language Impairment. American Journal of Speech-Language Pathology, 31(2), 854-880.
3. Girolamo, T., Butler, L., Canale, R., Aslin, R., & Eigsti, I. M. (2022). fNIRS Studies of Individuals with Speech and Language Impairment Underreport Sociodemographics: A Systematic Review.
4. Prelock, P. A., Hutchins, T., & Glascoe, F. P. (2008). Speech-language impairment: how to identify the most common and least diagnosed disability of childhood. The Medscape Journal of Medicine, 10(6), 136.
5. https://www.asha.org/news/2020/how-to-help-children-with-speech-and-language-disorders-in-virtual-and-modified-in-person-classroom-settings/
6.journalCode=jstahttps://journals.sagepub.com/doi/abs/10.1177/016264340301800104?journalCode=jsta
7. MALINI, K., & RAJKUMAR, R. SPEECH AND LANGUAGE IMPAIRMENT: SYMPTOMS, TYPES, CAUSES, TREATMENT AND ASSISTIVE TECHNOLOGY. Inclusive Education Inclusive Education, 159.
8. Shahira, K. C., Sruthi, C. J., & Lijiya, A. (2022). Assistive Technologies for Visual, Hearing, and Speech Impairments: Machine Learning and Deep Learning Solutions. Fundamentals and Methods of Machine and Deep Learning: Algorithms, Tools and Applications, 397-423.

# data[].attributes.attachment_link.provider_name
Individuals with Disabilities Education Act

# data[].attributes.attachment_link.title
Sec. 300.8 (c) - Individuals with Disabilities Education Act

# data[].attributes.attachment_link.description
Statute/Regs Main » Regulations » Part B » Subpart A » Section 300.8 » c (c) Definitions of disability terms. The terms used in this definition of a child with a disability are defined as follows: (1) (i) Autism means a developmental disability significantly affecting verbal and nonverbal communicat…

# data[].attributes.attachment_link.readable_text
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!

# data[].attributes.attachment_link.keywords[]
picture exchange communication system cards

# data[].attributes.attachment_link.title
Do2Learn: Educational Resources for Special Needs

# data[].attributes.attachment_link.description
picture communication cards, songs, games and learning activities for autism, aspergers, fetal alcohol syndrome and disabilities

# data[].attributes.attachment_link.readable_text
What is Intellectual Disability?

Intellectual Disability is a term used when a person has certain limitations in mental functioning and in skills such as communicating, taking care of him or herself, and social skills. These limitations will cause a child to learn and develop more slowly than a typical child. Children with Intellectual Disability may take longer to learn to speak, walk, and take care of their personal needs such as dressing or eating. They are likely to have trouble learning in school. They will learn, but it will take them longer. There may be some things they cannot learn.

What Causes Intellectual Disability?

Doctors have found many causes of Intellectual Disability. The most common are:

Genetic conditions. Sometimes mental retardation is caused by abnormal genes inherited from parents, errors when genes combine, or other reasons. Examples of genetic conditions are Down syndrome, fragile X syndrome, and phenylketonuria (PKU).

Problems during pregnancy. Intellectual Disability can result when the baby does not develop inside the mother properly. For example, there may be a problem with the way the baby's cells divide as it grows. A woman who drinks alcohol or gets an infection like rubella during pregnancy may also have a baby with an intellectual disability.

Problems at birth. If a baby has problems during labor and birth, such as not getting enough oxygen, he or she may have intellectual disability.

Health problems. Diseases like whooping cough, the measles, or meningitis can cause mental retardation. Intellectual Disability can also be caused by extreme malnutrition (not eating right), not getting enough medical care, or by being exposed to poisons like lead or mercury.

Intellectual Disability is not a disease. You can't catch Intellectual Disability from anyone. Intellectual Disability is also not a type of mental illness, like depression. There is no cure for mental retardation. However, most children with Intellectual Disability can learn to do many things. It just takes them more time and effort than other children.

How is Intellectual Disability Diagnosed?

Intellectual Disability is diagnosed by looking at two main things. These are:

the ability of a person's brain to learn, think, solve problems, and make sense of the world (called IQ or intellectual functioning); and

whether the person has the skills he or she needs to live independently (called adaptive behavior, or adaptive functioning).

Intellectual functioning, or IQ, is usually measured by a test called an IQ test. The average score is 100. People scoring below 70 to 75 are thought to have mental retardation. To measure adaptive behavior, professionals look at what a child can do in comparison to other children of his or her age. Certain skills are important to adaptive behavior. These are:

daily living skills, such as getting dressed, going to the bathroom, and feeding one's self;

communication skills, such as understanding what is said and being able to answer;

social skills with peers, family members, adults, and others.

To diagnose Intellectual Disability, professionals look at the person's mental abilities (IQ) and his or her adaptive skills. Both of these are highlighted in the definition of Intellectual Disability provided between the lines below. This definition comes from the Individuals with Disabilities Education Act (IDEA). The IDEA is the federal law that guides how schools provide early intervention and special education and related services to children with disabilities.

Providing services to help individuals with Intellectual Disability has led to a new understanding of how we define Intellectual Disability. After the initial diagnosis of Intellectual Disability is made, we look at a person's strengths and weaknesses. We also look at how much support or help the person needs to get along at home, in school, and in the community. This approach gives a realistic picture of each individual. It also recognizes that the "picture" can change. As the person grows and learns, his or her ability to get along in the world grows as well.

IDEA's Definition of "Intellectual Disability"

Our nation's special education law, the IDEA, defines Intellectual Disability as . . .

". . . significantly subaverage general intellectual functioning, existing concurrently with deficits in adaptive behavior and manifested during the developmental period, that adversely affects a child's educational performance." [34 Code of Federal Regulations §300.7(c)(6)]

How Common is Intellectual Disability?

As many as 3 out of every 100 people in the country have Intellectual Disability (The Arc, 2001). Nearly 613,000 children ages 6 to 21 have some level of mental retardation and need special education in school (Twenty-fourth Annual Report to Congress, U.S. Department of Education, 2002). In fact, 1 out of every 10 children who need special education has some form of Intellectual Disability.

What Are the Signs of Intellectual Disability?

There are many signs of Intellectual Disability. For example, children with Intellectual Disability may:

sit up, crawl, or walk later than other children;

learn to talk later, or have trouble speaking,

find it hard to remember things,

not understand how to pay for things,

have trouble understanding social rules,

have trouble seeing the consequences of their actions,

have trouble solving problems, and/or

have trouble thinking logically.

About 87% of people with Intellectual Disability will only be a little slower than average in learning new information and skills. When they are children, their limitations may not be obvious. They may not even be diagnosed as having Intellectual Disability until they get to school. As they become adults, many people with Mild Intellectual Disability can live independently. Other people may not even consider them as having Intellectual Disability.

The remaining 13% of people with Intellectual Disability score below 50 on IQ tests. These people will have more difficulty in school, at home, and in the community. A person with more severe Intellectual Disability will need more intensive support his or her entire life. Every child with Intellectual Disability is able to learn, develop, and grow. With help, all children with Intellectual Disability can live a satisfying life.

What About School?

A child with Intellectual Disability can do well in school but is likely to need individualized help. Fortunately, states are responsible for meeting the educational needs of children with disabilities.

For children up to age three, services are provided through an early intervention system. Staff work with the child's family to develop what is known as an Individualized Family Services Plan, or IFSP. The IFSP will describe the child's unique needs. It also describes the services the child will receive to address those needs. The IFSP will emphasize the unique needs of the family, so that parents and other family members will know how to help their young child with mental retardation. Early intervention services may be provided on a sliding-fee basis, meaning that the costs to the family will depend upon their income. In some states, early intervention services may be at no cost to parents.

For eligible school-aged children (including preschoolers), special education and related services are made available through the school system. School staff will work with the child's parents to develop an Individualized Education Program, or IEP. The IEP is similar to an IFSP. It describes the child's unique needs and the services that have been designed to meet those needs. Special education and related services are provided at no cost to parents.

Many children with Intellectual Disability need help with adaptive skills, which are skills needed to live, work, and play in the community. Teachers and parents can help a child work on these skills at both school and home. Some of these skills include:

communicating with others;

taking care of personal needs (dressing, bathing, going to the bathroom);

health and safety;

home living (helping to set the table, cleaning the house, or cooking dinner);

social skills (manners, knowing the rules of conversation, getting along in a group, playing a game);

reading, writing, and basic math; and

as they get older, skills that will help them in the workplace.

Supports or changes in the classroom (called adaptations) help most students with Intellectual Disability. Some common changes that help students with Intellectual Disability are listed below under "Tips for Teachers." The resources below also include ways to help children with Intellectual Disability.

Tips for Parents

Learn about Intellectual Disability. The more you know, the more you can help yourself and your child. See the list of resources and organizations at the end of this publication.

Encourage independence in your child. For example, help your child learn daily care skills, such as dressing, feeding him or herself, using the bathroom, and grooming.

Give your child chores. Keep her age, attention span, and abilities in mind. Break down jobs into smaller steps. For example, if your child's job is to set the table, first ask her to get the right number of napkins. Then have her put one at each family member's place at the table. Do the same with the utensils, going one at a time. Tell her what to do, step by step, until the job is done. Demonstrate how to do the job. Help her when she needs assistance. r Give your child frequent feedback. Praise your child when he or she does well. Build your child's abilities.

Find out what skills your child is learning at school. Find ways for your child to apply those skills at home. For example, if the teacher is going over a lesson about money, take your child to the supermarket with you. Help him count out the money to pay for your groceries. Help him count the change.

Find opportunities in your community for social activities, such as scouts, recreation center activities, sports, and so on. These will help your child build social skills as well as to have fun.

Talk to other parents whose children have Intellectual Disability. Parents can share practical advice and emotional support.

Meet with the school and develop an educational plan to address your child's needs. Keep in touch with your child's teachers. Offer support. Find out how you can support your child's school learning at home.

Tips for Teachers

Learn as much as you can about Intellectual Disability. The organizations listed at the end of this publication will help you identify specific techniques and strategies to support the student educationally. We've also listed some strategies below.

Recognize that you can make an enormous difference in this student's life! Find out what the student's strengths and interests are, and emphasize them. Create opportunities for success.

If you are not part of the student's Individualized Education Program (IEP) team, ask for a copy of his or her IEP. The student's educational goals will be listed there, as well as the services and classroom accommodations he or she is to receive. Talk to specialists in your school (e.g., special educators), as necessary. They can help you identify effective methods of teaching this student, ways to adapt the curriculum, and how to address the student's IEP goals in your classroom.

Be as concrete as possible. Demonstrate what you mean rather than just giving verbal directions. Rather than just relating new information verbally, show a picture. And rather than just showing a picture, provide the student with hands-on materials and experiences and the opportunity to try things out.

Break longer, new tasks into small steps. Demonstrate the steps. Have the student do the steps, one at a time. Provide assistance, as necessary.

Give the student immediate feedback.

Teach the student life skills such as daily living, social skills, and occupational awareness and exploration, as appropriate. Involve the student in group activities or clubs.

Work together with the student's parents and other school personnel to create and implement an educational plan tailored to meet the student's needs. Regularly share information about how the student is doing at school and at home.

American Association on Mental Retardation. (2002). Mental retardation: Definition, classification, and systems of supports (10th ed.). Washington, DC: Author. (See contact information below.)

Baker, B., & Brightman, A. (with Blacher, J., Heifetz, L., Hinshaw, S., & Murphy, D.). (2004). Steps to independence: Teaching everyday skills to children with special needs (4th ed.). Baltimore, MD: Paul H. Brookes. (Telephone: 800.638.3775. Web: www.brookespublishing.com)

Kaufman, S. (1999). Retarded isn't stupid, Mom! (Rev. ed.). Baltimore, MD: Paul H. Brookes. (See contact information above.)

Trainer, M (1991). Differences in common: Straight talk on mental retardation, Down syndrome, and life. Bethesda, MD: Woodbine House. (Telephone: 800.843.7323. Web: www.woodbinehouse.com)

The Arc of the United States
1010 Wayne Avenue, Suite 650
Silver Spring, MD 20910
301.565.3842
Info@thearc.org E-mail
www.thearc.org Web
www.TheArcPub.com Web (Publications)

American Association on Intellectual and Developmental Disability (AAIDD)
501 3rd Street, NW Suite 200
Washington, DC 20001
202.387.1968; 800.424.3688 (outside DC)
www.aaidd.org Web

Division on Developmental Disabilities
The Council for Exceptional Children
1110 North Glebe Road, Suite 300
Arlington, VA 22201-5704
888.232.7733; 703.620.3660
866.915.5000 TTY
cec@cec.sped.org E-mail
www.dddcec.org Web

# data[].attributes.attachment_link.keywords[]
assistive technology and mental retardation

# data[].attributes.attachment_link.title
National Association of Special Education Teachers: Comprehensive Overview of Intellectual Disability

# data[].attributes.attachment_link.description
Child Mental Retardation Teaching – National Association of Special Education Teachers