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14 categories of disabilities

Category 8

victoria eugene
2d

Specific Learning Disorder

SLD is a neurodevelopmental disorder or a learning disability that begins at school and is sometimes recognized in adulthood. SLD can affect one of three areas Dyscalculia, Dysgraphia, and dyslexia.

When diagnosed with dyscalculia, children have difficulties with number sense, memorization of math facts, understanding numbers, relationship counts, adding single-digit numbers, and getting lost in problem-solving computation—problems with understanding math reasoning and hard-to-understand math concepts (DSM-5. 2013. p.66).

When diagnosed with dysgraphia, children have difficulties with spelling, omitting words or word sounds, and writing expression (i.e., making grammar issues, punctuation marks, unable to make paragraphs or organization, etc. (DSM-5. 2013. p.66).

There are a variety of assistive technologies and other accommodations that can be used for dysgraphia:
-Adaptive Keyboarding
- Talking Calculator
-Speech to text (Nuance Dragon Anywhere)
-Talk to speech
-large pencils
-pencils with special grips

There are a variety of assistive technologies and other accommodations for dyscalculia:
- Flash Cards
- Manipulative (low-tech or mid-tech devices
- Calculators
-  Math Fact Charts
- Extra time
- circle the sign
- Count the buttons using two-handed division instead of going into
- PEMDAS

References:
https://www.psychiatry.org/patients-families/specific-learning-disorder

https://www.psychiatry.org/psychiatrists/practice/dsm

https://www.dysgraphia.life/post/assistive-technology-for-dysgraphia#:~:text=Traditional touch typing can be,to type quickly and successfully.

https://www.youtube.com/watch?v=HPMaxsSJMwI

https://www.youtube.com/watch?v=Q_gPiH31spA

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Blaha, R. (n.d.). NEEDS OF CHILDREN WITH DEAF-BLINDNESS. A-Z to Deafblindness. Retrieved April 2, 2023, from http://www.deafblind.com/issues.html

DeafBlind: Blind but Not Blind. YouTube. Retrieved April 2, 2023, from https://www.youtube.com/watch?v=6uxZ4u6nses&ab_channel=TEDxTalks

Disability Categories. (n.d.). Fairfax County Public Schools. Retrieved April 3, 2023, from https://www.fcps.edu/academics/academic-overview/special-education-instruction/procedural-support-disability-categories

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Work individually with the child to improve comprehension of signs and fingerspelling through receptive drills.

Determine best receptive distance for the child in various situations.

Use tactual signing and/or fingerspelling when necessary.

Consider low vision aids, such as a monocular distance aid or expanded field telescopes.

Consider additional staff if needed to accommodate the child's unique needs.

Reduce signing space and substitute signs requiring smaller signing space.

Alter signing distance based on type of field loss.

Allow use of eccentric viewing positions when needed.

Use tactual signing or tracking in some situations.

Utilize pointing, facial expressions, gestures, demonstrations, and modeling.

Use sign cards and pictures to teach signs with consideration of presentation (e.g., color or black line drawings, high contrast, figure-ground clarification, perspective, etc.).

Modify sign language on the floor to avoid visual demands in multiple places and distances.

Avoid presenting moving pictures in a modification of signs.

Consider captioned films/videos or computer aided real time (CART).

Adapt TDD keyboard or consider Telebraille if student is a braille user.

Match language level to child's ability to read and understand English.

Consider additional staff for group activities.

Point to the person who will sign next and allow the child time to locate them visually.

Conduct interviews with experienced team members.

Wear dark, solid colors to improve sign discrimination.

Select the best background color to improve contrast.

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Issues Regarding the Assessment of Vision Loss in Regard to Sign Language and
Fingerspelling for the Student with Deaf-Blindness.

by Robbie Blaha, Education Specialist, TSBVI Deaf-Blind Outreach.

NEEDS OF CHILDREN WITH DEAF-BLINDNESS.

When a child is deaf or hard of hearing, his access to information and interaction relies heavily on the visual channel. Since sign language and fingerspelling are intensely visual in nature, vision loss affects the child's ability to access and acquire these communication forms. For this reason, it is important to address any vision loss which might impact the student's ability to access educational information.

The effect of the student's vision loss on the acquisition and use of visual communication forms needs to be evaluated so that appropriate adaptations can be implemented. The communication assessment, Functional Vision Assessment, or Learning Media Assessment (LMA) do not routinely address this issue. Because this issue is so complex, assessment of vision must be carefully planned for and carried out.

Working with educators in Texas, we have developed an approach to evaluating the impact of vision loss on the child's ability to access and learn information through these communication forms. I wanted to share this information, hoping it might be useful to others facing the same task.

PREPARING FOR THE ASSESSMENT

Assemble the assessment team

Obtaining the information that is needed requires a team approach. The evaluation process requires someone who can understand what the child is signing, what is being signed to the child, and what specific visual obstacles must be over come for the child to learn and use these forms of communication. Specifically, the team needs to include both a teacher of the visually impaired and a teacher of the deaf or hard of hearing. Both these teachers have critical information that the other lacks, requiring collaboration between them.

The team may also need support from a professional with a background in deaf-blindness. Specific training on the assessment and development of programming for students with deaf-blindness is not covered in training programs for teachers of the visually impaired or for teachers of the deaf or hard of hearing. This information is peculiar to the field of deaf-blindness. In addition, the classroom interpreter is trained to provide services to individuals who are deaf or hard of hearing, but may also be unfamiliar with the adaptations needed for the deaf-blind child to access these forms of communication.

Conduct standard screenings/assessment

The process of evaluating the effects of vision loss on recognizing and using visual forms of communication is tied to the Functional Vision Assessment and the Learning Media Assessment (LMA). Conducting these assessments is the primary responsibility of the teacher of the visually impaired in collaboration with the team. As a team you should determine how to gather this information. The teacher of the visually impaired can report the impact of the student's vision loss on signing and fingerspelling in either the Functional Vision Assessment or LMA.

Compile information

After the Functional Vision Assessment is completed, the team needs to compile some specific information.

1) What is the child's etiology?

There are a number of syndromes which have both a vision and hearing loss. This may have bearing on the best educational approaches to use with the child or give direction to long-term medical follow-up. For example, Usher Syndrome brings about a visual field loss. Children with Congenital Rubella syndrome have a risk of developing cataracts and glaucoma. Resources such as the National Organization for Rare Diseases (NORD) and D-B Link can be very helpful in obtaining this important information. There are other etiologies besides syndromes that can cause vision loss. An example of such a condition is spinal meningitis. Cortical visual impairment (CVI) can be associated with this condition and results in fluctuating vision and possible perceptual problems.

2) What communication system or methodology is being used with the child?

There are several manual communication methodologies or systems being used in Texas classrooms at this time. A sentence or thought can be expressed in different ways, depending on which communication methodology or system is used, resulting in different visual demands on the child. Chart 1 gives some very simple definitions of these methodologies or systems. (Chart 1 is not comprehensive and only meant to introduce you to these terms. It is not meant to be an endorsement or criticism of any of these methodologies or systems.)

CHART 1 - Manual Communication Systems and Methodologies

American Sign Language: (ASL): "the native language of thousands of Deaf people who have Deaf parents. For them, it is not only a first language but also carries with it the culture of generations of Deaf people in America. Like other foreign languages, it has its own history, idiomatic expressions, structure and grammatical rules." It is a highly sophisticated visual language and it is not based on nor is it derived from English.-- (Humphries, et al 1980.)

Signing Exact English (S.E.E. signs): A sign system developed in the early 1970's which is based on the English Language. "The most important principle in Signing Exact English is that English should be signed in a manner that is as consistent as possible with how it is spoken or written...." (Gustason, et al 1993.)

Fingerspelling: Individual letters of the alphabet are produced manually by the dominant hand through specific handshapes. In this country, we typically use the American One Hand Manual Alphabet. It can be used in conjunction with sign language.

Total Communication (TC): English is spoken and signed simultaneously using English syntax and grammar.

Observe the child

There are tests designed to check for receptive sign vocabulary. However, these tests typically give the student the advantage of seeing one sign at a time, from a consistent distance, and with a limited number of responses. The results may accurately indicate the signs that the child knows in a clinical environment, but tell you nothing about his ability to recognize them in other environments or situations. His vision loss may impede his "functional" comprehension of these communicative forms.

Therefore, you must observe the child in these real environments and situations. Typically, we have taken the questions which follow and let these guide our observations of the child in a variety of interactions throughout his regular day. These observations are carried out over the course of several days so that we can get a broad sample of the child's functioning.

A note of caution about what you observe: It is possible to overestimate a child's receptive communication skills. For example, the student may be able to tell that someone is signing without actually discriminating discrete segments of the sign or signs. For example, the teacher holds up a yellow art folder and signs "Time for art". Twenty feet away, he can see the art folder, note the teacher was signing, and guess that she was telling him to go to art. That does not mean this child can discriminate all signs at twenty feet.

Since this guessing method works best in familiar routines, you might expect to observe a significant drop in the child's comprehension of sign language in new situations and environments. He may require different instructional distances to read signs without contextual cues or when presented with novel information.

ASSESSMENT QUESTIONS AND POSSIBLE ADAPTATIONS

What follows is the list of questions that guide the observations along with some considerations and possible modifications, adaptations, or teaching strategies that may be considered. This list is by no means comprehensive. There may be other questions your team wants to address. The adaptations you select are highly individualized and should be based on the individual child's vision and signing preferences.

1) What is the best signing/fingerspelling space, placement, and distance for the child related to his visual fields?

As a rule of thumb, manual communication takes place within a two foot cubic area. Students with field losses (blank spots) in their vision can have considerable difficulty in seeing signs depending on the location and size of their field loss. Missing parts of the message can greatly affect comprehension. It is important to know the child's best area for viewing manual communication. In order to make this determination, you will need to know the best placement (e.g., central, upper, left, or right quadrant) and signing space (e.g., a radius of 10 inches) for that child. If the student has a field loss, moving further away from the signer, allows him to see more of their body and provides him more of the signed information. When a child has both an acuity problem (blurred vision) and a field loss, finding the best distance becomes a much more complex issue.

In your observations, take note of a student who keeps backing up, when you try to sign to him. He may be trying to see more of you in his reduced fields. Also watch for students who touch your wrist or hand, reach out to reposition your hand, pull their head back or use eccentric viewing positions (e.g., always turns head down and to the left to use their peripheral vision). Teachers may report having trouble getting the child's attention from a particular side. Try systematically signing from different distances and locations within a quadrant. Compare these observations with the information obtained from the Functional Vision Assessment. Do they confirm where the best viewing area is for the child?

Adaptations you would consider:

Reduce signing space. (e.g., The sign "country" could be signed between the wrist and the elbow rather than at the elbow.) This may be helpful to students with field losses because it moves the sign into their visual field.

Fingerspell (rather than sign) some words if the movement of the sign takes it out of the child's field of vision (e.g., "Russia" which is signed by placing the hands on the hips).

Substitute a sign which requires a smaller signing space as long as the meaning is not changed.

Alter the signing distance (based on the type of field loss) between you and the deaf-blind person.

If a teacher or an interpreter has several other signing students, an additional staff person may be the best modification for the student with deaf-blindness. Presenting signs consistently in the same field, at the same distance, and within a precise area, or continuously using modified signs can be difficult if not impossible in a signing classroom.

Consider the use of low vision aids to increase the amount of information the child is receiving (e.g., expanded field telescopes).

Allow the child to turn his head to use eccentric viewing positions if needed.

Use tactual signing or (tactual) tracking in some situations.

2) What is the best distance and rate related to acuity for signing and fingerspelling to enable the child to efficiently read in different instructional or conversational situations?
The appropriate distance and rate for signing and fingerspelling can vary according to the complexity of the exchange, the amount of contextual support to aid in guess work, and the characteristics of the individual sign or letter. Some signs are very concrete and have big, clear movements (e.g., "brush teeth"). Some signs are more abstract and have subtle, less discernible movements (e.g., "seven"). Signs may also resemble each other (e.g., "purple" and "green"). When fingerspelling, the hand stays in one place eliminating the types of cues many signed words provide. For example, "king" is distinctive because of the movement from shoulder to hip. Also, some fingerspelled letters are remarkably similar for people with acuity losses (e.g., a, t, n, m, o, s, e). The typical rate for fingerspelling is a rapid 3-4 letters per second and this may present a problem for the child who is visually impaired.

Distance from the signing partner also must be considered. If the student has acuity problems, he will have to be close enough to his partner to bring the person's hands, face, and torso into focus. The appropriate distance and rate of signing or fingerspelling is based on the child's rate of comprehension and can vary across settings.

When you put any number of signs (and/or fingerspelled words) together, you may need to sign more slowly and distinctly. This is very difficult to do when you have other students to consider. However, you must find the approximate rate that is most visually accessible to the child with vision impairments.

Adaptations you might consider:

Vary the rate of signing and fingerspelling according to the situation such as when the information is complex or novel.

Work individually with the child to improve his comprehension of signs and fingerspelling through receptive drills.

Make specific determinations about the best receptive distance for him in a variety of situations.

Use tactual signing and/or fingerspelling when necessary (see tactual signing question).

Consider the use of low vision aids to increase the amount of information the child is receiving (e.g., a monocular distance aid).

Consider the use of additional staff if the distance and rate differs significantly from that required by the other students in the class.

3) Can the student visually discern movements which give meaning to the signs?
In ASL you use an intricate combination of manual sign and nonmanual signals. These must be viewed simultaneously because the nonmanual signal alters the meaning of the sign. A few examples of nonmanual signals are: pursed lips, puffed cheeks, a raised eyebrow. When specific signals combine with the manual sign for a word, the meaning changes. (Baker & Cokely, 1980) The child can perhaps see the large hand movements, but not be able to see the more subtle movement of the eyebrow. Therefore, he misinterprets what is said.

Look at the child's overall comprehension of information that is being presented. Also consider the child's ability to read peoples' moods or intents communicated through body language. Try some imitative games which require the child to be able to attend to facial movements and hand or body movements at the same time. Do they see both movements at a variety of distances?

Adaptations you might consider:

Providing this information in some other form. For example, instead of relying on your facial expression use additional manual signs to convey the emotion (e.g., sign "suspicious" as well as narrowing your eyes).

Teaching that feelings are expressed through body language. The child with a vision impairment may be unaware of that.

4) Does lighting affect a student's ability to visually access information?
For some children, dim or very bright lighting may present challenges. As one friend who has visual impairments put it, "Light can either be my best friend or worst enemy."

Observe the child's ability to understand and respond to manual communication in different lighting conditions. Watch for changes in skills as he moves indoors and outdoors, under fluorescent lights and incandescent lights, in shaded or dimly light areas, etc. Some information should be gathered in twilight or at night.

Adaptations you might consider:

Have the child shift to tactual signing. For example, when the lights are dimmed for a video tape, a child with peripheral field loss may need this support.

Use area lighting. Lamps or overhead spotlighting on the person communicating can be very helpful. Position the light so that shadows don't fall on the signer's hands or face.

Use visors, hats, and sunglasses to reduce glare. For students with Usher Syndrome or other visual conditions, glare is a big obstacle.

The person signing should not stand with their back toward a light source (e.g., standing in front of a window).

Information from overhead transparencies should be provided in another form.

5) Does the visual background affect the child's comprehension?
Professional sign language interpreters wear dark solid colors when interpreting because it provides good contrast to their hands. This makes their signs clearer and easier to read.

The child with visual impairments has to work harder to pick out visual information when there is a "busy" visual background. Watch to see if the child's comprehension skills increase or decrease when decoding signs against different visual backgrounds.

Adaptations you might consider:

Dressing in dark, solid colors might make signs easier for the child to discriminate. If the teacher's wardrobe does not contain many dark, solid colors, they might consider wearing a smock of a dark, solid color.

Selecting the best color to improve background contrast. (e.g., Some children may be able to see better with purple as the background color rather than black.)

6) Does the student have skills to advocate for the modifications he needs?
Many children, even at a very young age, will let you know when they can not see what you are signing. They may pull away from tasks or refuse to look. The older child may move your hands so they will be in his field of vision or become critical of your signing. Note how well the child can assess his ability to see in any given situation and how well he can communicate visual difficulty to others. Ultimately, only the individual with deaf-blindness knows what really aids him in accessing communication and he must be able to advocate for these adaptations throughout his life.

Adaptations you might consider:

Work individually with the child to teach him to tell you what adjustments he needs.

7) Can a student follow signed conversations in group settings?
Group instruction poses different demands on a child's functional use of vision than when he is in one-on-one situations. In a group lesson a teacher may start signing a sentence directly to the student at 6"-12" and then turn to another child to finish the statement. Suddenly the teacher's hands have moved to a distance of 30" from the child. When this occurs, the student with a vision loss misses part of the sign(s) simply because it has moved out of visual range.

The distance and angle of the manual communication continually changes as different people in the group take part in the discussion. The student is constantly having to locate the person signing and refocus to see what is being signed. He may even need to physically reposition himself to bring that person into view.

Taking the additional time to provide even the most basic adaptations necessary to include the child with deaf-blindness will frequently break up the momentum of a group lesson. You may know the child needs additional time to study pictures, needs other people to sign more slowly, or has trouble tracking the movement of hands. However, consistently making these changes, while conducting group instruction, may be impossible. As a result, it is easy to deny the same level of instruction to the child with deaf-blindness.

Adaptations to consider include:

If the child is included in group activities, additional staff may be needed to assist in informational access.

Point to the person who will sign next, and allow the child time to visually locate them.

Interviews After your team has observed the child in the educational setting, share your observations. Be sure to interview team members who have the most experience with the child in communicative interactions. This should include such people as the family, the educational interpreter, instructional aide, etc.

Don't forget to talk with the student. In many cases he may be the best person to tell the team about problems he is having. However, it is important to remember that some children are not aware they are missing information in certain situations.
Once you have formulated a theory about how the child is using his vision, you can devise some situations to test your theory. The results may suggest the specific adaptations you want to try. These adaptations are likely to be very individualized not only from child to child, but from situation to situation for an individual child. This occurs because one individual may be effected by different lighting conditions, the degree of familiarity with a situation, the number of other visual demands being made, etc. If the child has a progressive or a fluctuating vision loss, then the adaptations he requires may also vary over time or within a short period of time.

ADDITIONAL QUESTIONS

After addressing the first group of questions, conducting interviews with staff and family, and reaching some conclusions about the child's visual functioning, we often find that we need to ask some additional questions.

8) Would the student benefit from supplemental experience work to assist in understanding the concepts behind the signs?

Children who are deaf or hard of hearing have a wealth of incidental visual information to serve as a basis for language. This may not be the case for a child with deaf-blindness. Significant amounts of this critical information are distorted or missing altogether for a child with a concurrent visual loss. For example, this child may never be able to see a bird flying or sitting in a tree, or for that matter see a "bird" at all. Showing him a picture or giving him a sign for bird assumes he knows not only what the symbol represents, but has a concept of "bird." This may not be true for him.

New information should not be introduced on a picture or sign level if the child does not have a firm experiential base to relate to the picture or sign. Even though he may have the ability to understand or remember information, if he is not getting all the information in the first place, it is virtually impossible for him to understand. This is an access issue. Children with deaf-blindness need extensive, organized experiences with real objects and actions before they can truly understand pictures, fingerspelling, or signs which represent these objects and actions. Their sensory losses have denied them this experience.

Even if the child has a good experiential base, there still may be a need for supplemental experience work. Demonstrations and modeling are used extensively with deaf or hard of hearing students. If the student cannot see the demonstration, he needs to do the action himself. For students with field restrictions, who can see the demonstrations, watching demonstrations while simultaneously attending to signing requires rapid shifts of gaze. In the process, parts of information from both sources may be lost. Objects may need to be examined tactually and visually before they can be recognized when viewed at distance. The child with acuity loss may also miss information or receive distorted information. Class demonstrations may prove equally difficult for him.

Adaptations you might consider:

Provide supplemental experience work to build his overall conceptual base.

Allow the child to go through the demonstration individually before he participates in the demonstration with the group.

9) Is the child's vision such that he would benefit from the technique of coactive signing when learning new signs?
Coactive signing is a technique which teaches expressive sign skills to students who are visually impaired and unable to see the instructor model the sign. When teaching a sign, the instructor takes the students hand(s) and helps the student form the sign correctly. This technique can also be used with students who have visual perceptual problems because these children may not be able to learn to produce signs just by watching others. While coactive signing teaches the child to make signs, he will still need to learn to read signs when others produce them. Therefore, it is important to give the child an opportunity to see (or tactually read) you make the sign if they are to learn the sign receptively.

The SKI*HI Institute has produced 12 videotapes which help family members and professionals use coactive signing effectively. (Watkins, 1991)

10) Does the child initiate or benefit from (tactual) tracking?

(Tactual) tracking when used in reference to signing occurs when the person with deaf-blindness places his hand(s) on the wrist(s) area of the signer. This technique enables a person with a visual impairment to know where the signer's hand is moving so that he can direct his gaze accordingly. He may also get enough information from the plane or general location of the hand to recognize the sign without seeing it clearly. Tactual tracking can also be used in conjunction with the other adaptations mentioned in question #1.

Some children initiate this technique on their own. This is usually an indication that they need more information than they are getting visually. Sometimes this can be a tip-off to a field loss. (Tactual) tracking should be on this child's lists of strategies since there are some situations where the strategy of moving further from the speaker is impractical (e.g. sitting next to a friend on the bus when his optimum distance for viewing is 4 feet). The child should be allowed to shift to (tactual) tracking when he chooses. In some instances, this technique will need to be taught to the child.

11) Does the child initiate or benefit from tactual signing?

Note: This is an abbreviated discussion of the important issues involved with tactual signing. Tactual signing, a receptive skill, should not be confused with coactive signing which is used to teach expressive signing.

Tactual signing is used by a person who understands sign language but cannot read signs and fingerspelling visually. To receive information, "the deaf-blind person places one or both hands on the hand(s) of the signer in order to read signs and fingerspelling through the tactual sense. (It is) ...a direct adaptation of a communication system originally intended for vision...to the tactual sense." (Reed, et al 1995.) Using tactual signing is a receptive skill.

Tactual signing is typically used with the student who is blind. For students who learn signs visually and then undergo a significant vision loss, there will be a process of relearning the signs tactually. Signs feel different than they look. There also may be emotional issues to face in switching to tactual sign because it is an admission of vision loss. This is an extremely stressful change for a person who is hard of hearing or deaf.

In order to be a skilled reader of tactual signs a person must do more than just learn how the signs feel. He will need to learn how to place his hands to get the most information without interfering with the speaker's ability to sign. Typically, the student uses both hands in the beginning. As his skills increase or if he is very familiar with his partner, he may use only one hand. The student will need to "keep it light" in terms of how much weight he puts on the hands of the person who is signing to him. The partner can fatigue very quickly, and over time, injuries like Carpal Tunnel Syndrome can occur if adequate breaks are not allowed. The person with deaf-blindness may also become fatigued because holding his hands in place for long periods of time is tiring, and reading signs tactually takes a great deal of concentration.

Much of the information conveyed in sign language is expressed through facial expressions, eye gaze, a slight shrug, etc. With tactile signing, every attempt should be made to find alternate ways to convey the meaning tactually.

When conversing with or interpreting for a person who is deaf-blind, additional environmental information should be supplied along with the conversation or lecture. For example, who is in the room, a description of the furnishings, an unexpected noise, etc. Without this information some comments may not make sense if people are referring to things that the deaf-blind person cannot see or hear. Have each person say their name before making a comment and provide the interpreter with a seating chart which contains the names of the others in the group.

While tactual signing is used by individuals whose vision loss is total, it is also used by people who have vision but are not able to see the signs and fingerspelling clearly enough to understand them. If a student with low vision initiates this modification, it should be respected as an attempt to gain necessary information. The child should be given the opportunity to receive signs tactually. Some students may need to use tactual signing in some situations and not in others. For example, a student may need to rely on tactual signs in very dim light, but be able to get by without it under good lighting conditions.

In some instances, utilizing tactual signing can allow a child to follow a discussion with his hands while he uses his vision to regard the item or situation under discussion. He doesn't have to choose what to look at. When a child becomes more sophisticated in signing, having to read longer sentences, he may no longer be able to get by on his vision alone. He may move to tactual signing because of a change in the level of demand upon vision. In another student, self-initiation of tactual signing could indicate a problem with the child's vision.

Using tactual signing will affect the pacing and design of the lesson. For example, if there are materials used in conjunction with the lesson, the child must have time to examine the materials before he can return his hands to his partner. If a teacher is signing to other students, it will be difficult for her to stop and repeat everything she says tactually to the deaf-blind student. She must also convey any comments that the other students make as well as reading information from the board or overhead. Almost without exception an additional staff member will be needed to provide tactual support.

12) If a student will benefit from braille, are there English acquisition issues associated with students who are deaf or hard of
hearing which should be addressed?

When determining whether print or braille should be used for a student who is deaf or hard of hearing, teachers will need to keep in mind that slow reading rates and problems with comprehension may be due to a difficulty in acquiring the English language. In many ways, these students' learning needs are similar to those students who are learning English as a second language. A change in literacy medium from print to braille may not improve reading performance for students experiencing language problems.

Techniques that might address this concern:

The ability to fingerspell has been useful in supporting the learning of the braille alphabet.

Generating stories and text based on the child's actual experiences or interests will help them understand the English represented by the braille.

Modify the language level to match the child's ability to read and understand English.

13) Are there instructional strategies, materials, and tools typically used with students who are deaf or hard of hearing which may present problems for the students with deaf-blindness?

Pointing, facial expressions, gestures, demonstrations, and modeling. These methods require shifting gaze from signs to some other reference.

Sign cards and pictures of signs used to teach signs. If these are used it is important to determine the best presentation: color or black line drawings, high contrast, figure-ground clarification, perspective, etc.

When working on the floor, teachers frequently place pictures or objects on the floor and then sign at chest level. Visual demands are being presented in two places and at two distances requiring gaze shifting and refocusing.

Holding two pictures or objects side by side and bobbing them up and down in a modification of the sign for "which". The child with a vision loss is faced with the problem of trying to interpret moving pictures.

Captioned films/videos or computer aided real time (CART). A child with field restrictions or acuity problems could have difficulties in reading the print.

TDD (telecommunications device for the deaf) may need adaptions to the keyboard such as an enlarged display. A device such as the Telebraille may be appropriate if the student is a braille user.

14) Are there modifications to standard interpreting arrangements or signed classroom instruction which need to be addressed?
Note: this is an abbreviated discussion of the important issues involved with appropriate interpreter services.
It is possible that a person with deaf-blindness may need a completely different interpreting arrangement than other hearing impaired students in the same classroom. Even in an environment where everyone is signing, you may need additional support. For example, at a recent conference we had four participants who requested sign language interpretation. One of the participants could see the platform interpreter who stood by the speaker. Two of the participants required a tactile interpreter. The fourth person used a close vision interpreter. Three different interpreting arrangements were needed simultaneously, in order to make the information accessible to all participants.

Adaptations about interpreter arrangements:

Platform interpreting. The interpreter is positioned near the speaker. They can be too close or too far away from the student with deaf-blindness.

Small group interpreting. The interpreter sits within two or three feet of a small group of students. This is an adaptation provided for those whose vision prohibits them from seeing a platform interpreter.

Close vision /(1 on 1) interpreting. This type of interpreting is provided when an individual's vision loss requires specialized placement of the signed information. This is frequently the case when a person has restricted visual fields or other visual impairments that require signs to be delivered within a particular space or from a particular distance. This also occurs when a person needs to use tactual signing.

Visual descriptions. When interpreting for a person who is deaf-blind (or conversing with him), the interpreter includes descriptions of what he can't see or hear.

Tactual Interpreting (see question #11 )
CONCLUSION
Making the appropriate modifications and adaptations for a child with deaf-blindness is critical to their educational achievement. If his unique needs are not met, the child, no matter where he is placed, is in the most restrictive environment. He is cut off from any opportunity to learn. Unfortunately, these supports are not always easy or inexpensive to provide.

By conducting a thorough assessment of the child's visual functioning in accessing manual forms of communication you can determine the supports that are necessary. This will help you and your team to develop the type of programming which has the most benefit for the child educationally and make that program accessible to him.

REFERENCES
Baker, Charlotte and Cokely, Dennis (1988). American Sign Language: a teacher's resource text on grammar and culture. Silver Springs, MD: T. J. Publishers.

Gustason, Gerilee and Zawolkow, Esther (1993). Signing Exact English. Los Alamitos, CA: Modern Signs Press, Inc.

Humphries, Tom; Padden, Carol; and O'Rourke, Terrence J. (1980). A Basic Course in American Sign Language. Silver Springs, MD: T. J. Publishers, Inc.

Reed, Charlotte M.; Delhorne, Lorraine A.; and Durlach, Nathaniel I. (1995). A study of the tactual reception of sign language. Journal of Speech and Hearing Research, Vol. 38, 477-489, April 1995.

Watkins, Susan and Clark, Thomas P. (1991). A coactive sign system for children who are dual sensory impaired. American Annals of the Deaf, Vol. 136, No.4, pages 321-324.

This document is from the Texas School for the Blind and Visually Impaired.

A-Z to Deafblindness http://www.deafblind.com

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Issues Regarding the Assessment of Vision Loss in Regard to Sign Language andFingerspelling for the Student with Deaf-Blindness. by Robbie Blaha, Education Specialist, TSBVI Deaf-Blind Outreach. NEEDS OF CHILDREN WITH DEAF-BLINDNESS. When a child is deaf or hard of hearing, his access to information and interaction relies heavily on the visual channel.

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The speaker, who identifies as deafblind, shared a personal anecdote about noticing a mistake in a yearbook layout and having it pointed out by their teacher, who said, "Hmm, you're blind but not blind." The speaker explains that they can see some things but not others, and use their preferred method of communication through touch with the help of a tactile American Sign Language (ASL) interpreter.

Interventions:

Using tactile ASL for communication.

Utilizing a support service provider (SSP) to help navigate the environment and provide information.

Emphasizing the importance of autonomy, which means the ability to make fully informed decisions without interference from others.

Clarifying the difference between independence and autonomy, where independence means doing everything on one's own and autonomy means having the ability to make decisions for oneself.

Advocating for equality and recognizing the rich diversity of the deafblind community and people with disabilities in general.

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DeafBlind: Blind But Not Blind | JennyLynn Dietrich | TEDxSalem

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Deaf-Blindness: means simultaneous hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational needs that the student cannot be accommodated in special educational programs solely for students with deafness or students with blindness.

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Distinguished from deafness, an individual with a hearing impairment is usually able to hear and respond to some auditory stimuli. Hearing impairments may entail difficulty in hearing in one or both ears and the impairment can be either changing or consistent in that individual. The terms hearing impairment and hearing loss are often used interchangeably, as “hearing impairment” or “hearing impaired” can be used to refer to any individual with a degree of hearing loss, whether it be slight, mild, moderate, severe, or profound.

Sound is measured by both intensity (decibels) and frequency (hertz). The degree of hearing loss is generally determined by the level of intensity and frequency of sounds, and especially sound in relation to speech.

There are four categories of hearing impairment: conductive, sensorineural, mixed, and central hearing loss. Each category of hearing impairment results from effects stemming from different areas of the inner or outer ear, the nervous system, or the part of the brain that affects hearing.

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Definition

The Education of the Handicapped Act (P.L. 94-142), includes "hearing impairment" and "deafness" as two of the categories under which children with disabilities may be eligible for special education and related services programming. While the term "hearing impairment" is often used generically to describe a wide range of hearing losses, including deafness, the regulations for IDEA define hearing loss and deafness separately.

Hearing impairment is defined by IDEA as "an impairment in hearing, whether permanent or fluctuating, that adversely affects a child's educational performance."

Deafness is defined as "a hearing impairment that is so severe that the child is impaired in processing linguistic information through hearing, with or without amplification."

Thus, deafness may be viewed as a condition that prevents an individual from receiving sound in all or most of its forms. In contrast, a child with a hearing loss can generally respond to auditory stimuli, including speech.

Incidence

Hearing loss and deafness affect individuals of all ages and may occur at any time from infancy through old age. The U.S. Department of Education (2002) reports that, during the 2000-2001 school year, 70,767 students aged 6 to 21 (or 1.3% of all students with disabilities) received special education services under the category of "hearing impairment." However, the number of children with hearing loss and deafness is undoubtedly higher, since many of these students may have other disabilities as well and may be served under other categories.

Characteristics

It is useful to know that sound is measured by its loudness or intensity (measured in units called decibels, dB) and its frequency or pitch (measured in units called hertz, Hz). Impairments in hearing can occur in either or both areas, and may exist in only one ear or in both ears. Hearing loss is generally described as slight, mild, moderate, severe, or profound, depending upon how well a person can hear the intensities or frequencies most greatly associated with speech. Generally, only children whose hearing loss is greater than 90 decibels (dB) are considered deaf for the purposes of educational placement.

There are four types of hearing loss. Conductive hearing losses are caused by diseases or obstructions in the outer or middle ear (the conduction pathways for sound to reach the inner ear). Conductive hearing losses usually affect all frequencies of hearing evenly and do not result in severe losses. A person with a conductive hearing loss usually is able to use a hearing aid well or can be helped medically or surgically.

Sensorineural hearing losses result from damage to the delicate sensory hair cells of the inner ear or the nerves which supply it. These hearing losses can range from mild to profound. They often affect the person's ability to hear certain frequencies more than others. Thus, even with amplification to increase the sound level, a person with a sensorineural hearing loss may perceive distorted sounds, sometimes making the successful use of a hearing aid impossible.

A mixed hearing loss refers to a combination of conductive and sensorineural loss and means that a problem occurs in both the outer or middle and the inner ear. A central hearing loss results from damage or impairment to the nerves or nuclei of the central nervous system, either in the pathways to the brain or in the brain itself.

Educational Implications

Hearing loss or deafness does not affect a person's intellectual capacity or ability to learn. However, children who are either hard of hearing or deaf generally require some form of special education services in order to receive an adequate education. Such services may include:

regular speech, language, and auditory training from a specialist;

amplification systems;

services of an interpreter for those students who use sign language;

favorable seating in the class to facilitate lip reading;

captioned films/videos;

assistance of a notetaker, who takes notes for the student with a hearing loss, so that the student can fully attend to instruction;

instruction for the teacher and peers in alternate communication methods, such as sign language; and counseling.

Children who are hard of hearing will find it much more difficult than children who have normal hearing to learn vocabulary, grammar, word order, idiomatic expressions, and other aspects of verbal communication. For children who are deaf or have severe hearing losses, early, consistent, and conscious use of visible communication modes (such as sign language, fingerspelling, and Cued Speech) and/or amplification and aural/oral training can help reduce this language delay. By age four or five, most children who are deaf are enrolled in school on a full-day basis and do special work on communication and language development. It is important for teachers and audiologists to work together to teach the child to use his or her residual hearing to the maximum extent possible, even if the preferred means of communication is manual. Since the great majority of deaf children (over 90%) are born to hearing parents, programs should provide instruction for parents on implications of deafness within the family.

People with hearing loss use oral or manual means of communication or a combination of the two. Oral communication includes speech, lip reading and the use of residual hearing. Manual communication involves signs and fingerspelling. Total Communication, as a method of instruction, is a combination of the oral method plus signing and fingerspelling.

Individuals with hearing loss, including those who are deaf, now have many helpful devices available to them. Text telephones (known as TTs, TTYs, orTDDs) enable persons to type phone messages over the telephone network. The Telecommunications Relay Service (TRS), now required by law, makes it possible for TT users to communicate with virtually anyone (and vice versa) via telephone. Dial 711 to access all TRSs anywhere in the United States. The relay service is free.

Resources

Luterman, D.M. (2002). When your child is deaf: A guide for parents (2nd ed.). Parkton, MD: York Press. (Telephone: 800.962.2763. Web: www.yorkpress.com/index.html)

Medwid, D.J., & Weston, D.C. (1995). Kid-friendly parenting with deaf and hard of hearing children: A treasury of fun activities toward better behavior. Washington, DC: Gallaudet University Press. (Telephone: 800.621.2736; 888. 630.9347 (V/TTY). Web: http://gupress.gallaudet.edu)

Ogden, P.W. (1996). The silent garden: Raising your deaf child (Rev. ed.). Washington, DC: Gallaudet University Press. (See contact information above.)

Schwartz, S. (Ed.). (1996). Choices in deafness: A parents' guide to communication options (2nd ed.). Bethesda, MD: Woodbine House. (Telephone: 800.843.7323. Web: www.woodbinehouse.com )

So your child has a hearing loss: Next steps for parents (n.d.). (For copies fax, email, or call Karen Anderson, EHDI Project Audiology Consultant Karen_Anderson@doh.state.fl.us (850)245-4444 X226 Fax (850)921-8138 or Janet Evans, Unit Director, Early Intervention Programs, at Janet_Evans@doh.state.fl.us (850)245-4200)

Organizations

Alexander Graham Bell Association for the Deaf and Hard of Hearing
3417 Volta Place, NW
Washington, DC 20007
202.337.5220 (V); 202.337.5221 (TTY)
E-mail: info@agbell.org
Web: www.agbell.org

American Society for Deaf Children
P.O. Box 3355
Gettysburg, PA 17325
800.942.2732 (V/TTY); 717.334.7922 (V/TTY)
E-mail: ASDC1@aol.com
Web: www.deafchildren.org

American Speech-Language Hearing Association
10801 Rockville Pike
Rockville, MD 20852
301.897.5700 (V/TTY); 800.638.8255 (V/TTY)
Web: www.asha.org

Laurent Clerc National Deaf Education Center
KDES PAS-6, Gallaudet University
800 Florida Avenue N.E.
Washington, DC 20002-3695
202.651.5051 (V/TTY)
E-mail: Clearinghouse.InfoToGo@gallaudet.edu
Web: http://clerccenter.gallaudet.edu/InfoToGo/index.html

National Institute on Deafness and Other Communication Disorders Information Clearinghouse
1 Communication Avenue
Bethesda, MD 20892-3456
800.241.1044 (V); 800.241.1055 (TTY)
E-mail: nidcdinfo@nidcd.nih.gov
Web: www.nidcd.nih.gov/

Self Help for Hard of Hearing People (SHHH)
7910 Woodmont Avenue, Suite 1200
Bethesda, MD 20814
301.657-2248 (V); 301.657.2249 (TTY)
E-mail: info@hearingloss.org
Web: www.hearingloss.org

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curriculum for children with disabilities

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Comprehensive Overview of Hearing Impairments

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Child Hearing Impairments - National Association of Special Education Teachers

# data[].attributes.body
Other Health Impairment as defined by the Individuals with Disabilities Education Act (IDEA) is "having limited strength, vitality, or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment..."

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The idea's special education categories: Orthopedic impairment (2013) YouTube. YouTube. Available at: https://www.youtube.com/watch?v=kfLMfL-Rbl0 (Accessed: April 1, 2023).

Rojas, Y. (2020) What is an orthopedic impairment?, Bowen Hefley Orthopedics. Available at: https://www.drbillhefley.com/what-is-an-orthopedic-impairment/ (Accessed: April 2, 2023).

At tools for physical needs Meredith Chen (no date) Assistive Technology. Available at: https://assistedtechnology.weebly.com/at-tools-for-physical-needs-meredith-chen.html (Accessed: April 2, 2023).

Administrator, D.C.I.L. (no date) DCIL administrator, Dakota Center for Independent Living. Available at: https://dakotacil.org/2016/10/31/adaptive-vs-assistive-technology/#:~:text=In%20other%20words%2C%20%E2%80%9Cassistive%20technology,capabilities%20of%20people%20with%20disabilities.%E2%80%9D (Accessed: April 2, 2023).

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1. Low-tech: Alternative grip tools are designed to be easier for children to hold and utilize, coming in different weights, sizes, and shapes. These tools support coordination difficulties and grip challenges.

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Orthopedic impairment is defined as a child’s disability relating to a bone, joint, or muscle, that is severe enough to directly affect the child’s educational performance. It can be caused by many different factors including genetic abnormalities, disorders such as cerebral palsy, or an injury that has caused a missing limb or has impaired a muscle.

The extent to which a child’s education is affected can vary greatly, depending on the level of impairment. Many children with an orthopedic impairment do still have normal cognitive abilities, so these children require mainstream education wherever possible and in the least restrictive environment as appropriate.

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The IDEA's Special Education Categories: Orthopedic Impairment

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Autism is neurodevelopmental difference that involves varying degrees of alterations in social functioning, hypersensitivity to certain stimuli, and intense interests. While the condition is disabling for some, it can come with gifted abilities in other areas such as advanced cognitive and perceptive abilities.

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A large number of autistic people may not have any obvious physical signs of disability and, as a result, accommodations that help them may not always be obvious. However, these can be essential to helping an autistic student succeed and feel accepted.

Some low-tech examples are:

Weighted blankets/Vests. picture boards, exercise balls, chairs that move, or anything that does not involve electricity. These are largely sensory-based and can help calm an Autistic person so they can focus more easily.

Some Mid-Tech Examples are:

Battery-operated timers and sensory toys, voice recorders, or videos describing certain social skills. These can particularly assist individuals who struggle with time management.

High-tech examples generally include anything digital that may assist an autistic child in communicating more effectively. These can be critically important, as a large number of Autistic people are non-verbal.

The video above describes a sort of sensory room, which is something that has been found to be incredibly effective for those on the Autism spectrum. Schools that choose to invest in these create an environment where Autistic children can flourish.

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The Sensory Room: Helping Students With Autism Focus and Learn

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Executive Dysfunction: Many Autistic individuals struggle with executive function. It is important to help Autistic students with the skills using organizers, and being understanding when needed.

Sensory Difficulties: Some Autistic people may struggle with certain smells, textures or lights. There are a myriad of ways to help with this, and an open mind from the teacher goes a long way here.

Acceptance: Attempting to change or alter an Autistic person's behavior has been shown to be extremely detrimental. In fact, "masking" as it is called, has been shown to have very harmful long-term effects on Autistic children. Be sure to seek out resources written by Autistic researchers and teachers when trying to decide how best to help your students on the spectrum.

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A student who suffers from an intellectual disability performs with a significantly below-average intellectual function and may show deficits in adaptive behavior.

Intellectual disabilities often manifest during the developmental period and adversely affect a student's educational performance.

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Autism Queensland. 2021, June 15th. "Understand Autism_Meet Ned-". [Video]. https://www.youtube.com/watch?v=SgqZY0JQgBU. Youtube.

Edutopia. 2017, April 2. "The Sensory Room: Helping Students with Autism Focus and Learn". [Video]. https://www.youtube.com/watch?v=T9j6rQ4rtQY. Youtube

Engelbrecht, Natalie & Silvertant, Eva. "The Ultimate Autism Resource". https://embrace-autism.com. Accessed: April 1, 2023.

Rudy, Lisa Jo. "Assistive Technology for Autism." 2023, March 7. https://www.verywellhealth.com/assistive-technology-for-autism-5076159#:~:text=Examples%20include%20battery%2Doperated%20sensory,in%20children%20on%20the%20spectrum. Accessed: March 30, 2023.

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Emotional disability is defined by federal and state regulations as "a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree, which adversely affects educational performance:

1. An inability to learn which cannot be explained by intellectual, sensory, or health factors;
2. An inability to build or maintain satisfactory interpersonal relationships with peers and teachers;
3. Inappropriate types of behavior or feelings under normal circumstances;
4. A general pervasive mood of unhappiness or depression; or
5. A tendency to develop physical symptoms or fears associated with personal or school problems.'' (US Department of Education, 2017)

According to a research done by Education Week (2018), among 6 million students ages 6 to 21 with disabilities, 6% have an emotional disability as their primary disability.

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The IDEA's Special Education Categories: Emotional Disturbance

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Developmental Delay is the progression through predictable developmental phases that slows, stops, or reverses. 

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The story is about a speech and language center called Cardon Primary School located in Brighton. The center provides strategies to help pupils overcome significant speech and language impairment. They use a visual approach and Makaton signing from British Sign Language and Makaton symbols to help pupils learn better. They also use a timetable as an important strategy for children who have difficulties with social interaction and understanding instructions. Additionally, they use repetition and go over what they've learned with lots of visual support. Science is taught using experiential learning with lots of repetition and breaking down the curriculum into smaller steps. The core vocabulary is also teased out to understand what are the most important words for pupils to learn.

Interventions mentioned:

Using a visual approach with Makaton signing from British Sign Language and Makaton symbols

Using a timetable to help pupils understand when lessons or parts of lessons have finished

Repetition and going over what has been learned with lots of visual support

Breaking down the curriculum into smaller steps

Teasing out the core vocabulary to understand the most important words for pupils to learn

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Teachers TV: Speech and Language Strategies

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Deafness is a hearing impairment that severely impacts the student's ability to receive and process sound in one or both ears.

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There are several indicators that a student may be struggling to hear within the classroom, school as a whole and even at home. It's important that educators pay close attention to these factors as they can support the student in getting the assistance they need to learn.

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Strategies to help Speach and Launguage Impaired Students

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Strategies to help Speach and Launguage Impaired Students

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Both:
-Consult the Speach Pathologist and have them present if possible
-Create a proper classroom procedure
-Use gestures to support understanding
-Provide fun activities
-Partner work

Speech:
-Model correct word formation

Language:
-Daily reading and writing

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

Language

Focus on interactive communication.

Use active listening.

Incorporate the student's interests into speech.

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

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

Paraphrase back what the student has said or indicated.

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

Ask open-ended appropriate questions.

Use linguistic scaffolding techniques that involve a series of questions.

Use language for social interaction and to resolve conflicts.

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

Work at the student's pace.

Present only one concept at a time.

Have speech therapist present language units to the entire class.

Use computers in the classroom for language enhancement.

Encourage reading and writing daily.

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

Incorporate vocabulary with unit being taught.

Provide fun activities that are functional and practical.

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

Speech

Develop a procedure for the student to ask for help.

Speak directly to the student.

Be a good speech model.

Have easy and good interactive communication in classroom.

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

Encourage participation in classroom activities and discussions.

Model acceptance and understanding in classroom.

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

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

Use a peer-buddy system when appropriate.

Devise alternate procedures for an activity with student.

Use gestures that support understanding.

Model correct speech patterns and avoid correcting speech difficulties.

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

Academics & Behavior

Reduce unnecessary classroom noise as much as possible.

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

Provide verbal clues often.

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

Speak clearly and deliberately.

Provide visual cues - on the board or chart paper.

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

Allow students to tape lectures.

Allow more time for the student to complete activities.

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

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

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

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

Provide social and tangible reinforcers.

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

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

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

Have routines that students can follow.

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

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

Physical

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

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

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

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

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picture exchange communication system cards

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Do2Learn: Educational Resources for Special Needs

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

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Speech/Language Impairment: means a communication disorder such as stuttering disorder, impaired articulation, expressive language and/or receptive language impairment, or voice impairments that adversely affects a student’s educational performance.

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Traumatic Brain Injury: Writing Assistance

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Traumatic Brain Injury: Writing Assistance

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TBI can damage someone's fine motor skills and ability to physically write. This can be compensated for with writing assistance software that allow the person to speak and have it transcribed.

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Dragon cloud solutions

Work where you need to be

Our "always latest," easy to deploy cloud-hosted speech recognition solutions integrate seamlessly into enterprise workflows and are optimized for thin-client and virtualized environments. Securely create mission-critical documentation wherever you are when you extend Dragon Professional Anywhere with Dragon Anywhere Mobile.

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Dragon Speech Recognition - Get More Done by Voice | Nuance

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Work faster and smarter and speed document creation and automate workflows with the world's best-selling speech recognition solution.

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Traumatic Brain Injury: Voice Memos and Recorders

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Traumatic Brain Injury: Voice Memos and Recorders

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A more technologically sophisticated assistive technology is a voice recorder, which functions similarly to a planner but better for someone with visual impairments. On the most advanced end you have things like the Voice Cue, a voice recorder that can be programmed to play reminders at specific times. I'm sure there are apps for your phone that can do the same thing.

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Voice Cue is an all-new, discrete auditory cueing device. Record up to five messages (60 seconds total recording time) and set the clock to play back messages at pre-set times. Each message can be assigned two playback times. For example, record "Time to take your medication, " and set the clock to to play the message at 7 A.M. and again at 6 P.M. If the message catches you off guard and you are not sure what it said, just press the "replay" button within one minute to repeat the last message. Features a digital clock, volume control, and non-volatile memory. Includes a clip-on holder and two AA batteries.

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Voice Cue is an all-new, discrete auditory cueing device. Record up to five messages (60 seconds total recording time) and set the clock to play back messages at pre-set times. Each message can be assigned two playback times. For example, record "Time to take your medication, " and set the clock to to play the message at 7 A.M.

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Traumatic Brain Injury: Planners and Reminders

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Traumatic Brain Injury: Planners and Reminders

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Memory problems are an extremely common symptom of TBI, and one of the most effective ways to fight this is with checklists and reminders. This "assistive technology" can just involve placing a physical list somewhere that the person will often look, so that they're reminded of the things they need to do.

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Traumatic Brain Injury: Digital/Talking Clocks

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Traumatic Brain Injury: Digital/Talking Clocks

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Talking clocks are useful for people with TBI as well as for the blind. Visual impairment is a common result of TBI, so someone may be unable to read an analog clock correctly or have difficulty reading a clock at all, making a talking clock useful.

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Homonymous Hemianopsia is when someone is unable to see half of the typical visual field, which is often a result of TBI. Certain types of prismatic glasses can correct for this by shifting the visual field to compensate.

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By Charlie Saccarelli, ABO-AC

Release Date: July 1, 2018

Expiration Date: December 31, 2022

Learning Objectives:

Upon completion of this program, the participant should be able to:

1. Understand the various lens design options available for homonymous hemianopsia (HH) and how they work.

2. Understand the benefits and tradeoffs of each HH lens design.

3. Understand the definition of scotoma, visual confusion and prism induced diplopia.

Credit Statement:
This course is approved for one (1) hour of CE credit by the American Board of Opticianry (ABO). Technical Level 2 Course STWJH300-2

This course is approved for one 1 hour O.D. CE credit by NYSSO

This course builds on a previous course titled "Why You Don't Want Homonymous Hemianopsia and What You Can Do for It," which is recommended reading before taking this course. To keep things as interesting as possible, we'll be using the terms HH, hemianopsia and homonymous hemianopsia interchangeably throughout the article.

For simplicity sake, we'll be talking about a utopian "normal" case of left homonymous hemianopsia ( Fig. 1), where the visual field is very clearly split directly down the vertical midline ( Fig. 2), and the patient retains only the right side of their visual field. HH means that either the left or right visual field is lost in both eyes.

Also keep in mind that while this is an advanced level course for opticianry, it is not a comprehensive course on vision science, visual field loss or eye movements. This article condenses complex anatomical and physiological concepts into a sentence or two and makes simplistic generalizations to which there are many caveats. There are entire classes in optometry school dedicated to these subject matters. Opticians are not doctors, we do not diagnose nor do we prescribe but we must be knowledgeable about the design of the lens prescribed and its intended effect on HH. Please don't read this article and then attempt to debate an optometrist, neurologist or ophthalmologist about homonymous hemianopsia. It would be both inappropriate and beyond your professional reach.

This article is going to review homonymous hemianopsia and what it's like for a patient with this condition. We will discuss the importance of considering a patient's eye and head movements in the design of eyeglassbased solutions for HH. It will cover the various eyeglass-based solutions intended to help blind-field awareness for HH. We will elaborate on the tradeoffs induced in HH lens designs due to prismatic effects such as apical scotoma, confusion and diplopia.

We will demonstrate the advantages of peripheral prisms and their potential benefits for both mobility and driving.

Homonymous hemianopsia is a debilitating condition related to brain injury that often cooccurs with a stroke. It's estimated to affect about one million people in the United States. Two of the most common concerns affecting the quality of life for persons with homonymous hemianopsia are driving and mobility.

OVERVIEW OF VISION & EYE MOVEMENTS

Central Vision, Peripheral Vision and Spatial Orientation: Vision is typically discussed in terms of acuity (My vision is a perfect 20/20!). But high visual acuity only occurs in a small part of our visual field. Visual acuity only measures the clarity of your central vision. While central vision is important, it's not everything. Imagine you were to take a couple of toilet paper rolls and look through the centers of them. While your vision while looking through these TP rolls is 20/20 acuity, you probably wouldn't describe it as "perfect vision" as you're bumping into everything around you.

The unsung hero of your vision is your peripheral vision. Peripheral vision detects motion and contrast in brightness (light and dark). Peripheral vision helps you detect objects in your side vision and to figure out where you are, and if there is anything that requires the attention of your sharp central vision-like a mouse scampering across the floor, or a projectile coming in your direction. It's often said that peripheral vision tells us where things are, and central vision tells us what things are.

The chart in Fig. 3 breaks down a typical visual field into approximations of what part of your vision is higher acuity central vision (20/20-20/70), and what part of your vision is poor acuity peripheral vision (worse than 20/70). As you can see, the vast majority of your visual field is in your low acuity peripheral field of view-just used for detecting motion and contrast in brightness.

Eye Movements (Figs. 4-7): Our visual field moves as our eyes move. Your natural eye positioning is called primary gaze. But you can consciously shift your gaze. If you turn your gaze all the way to the left or all the way to the right while facing straight ahead, you can even see behind your body a bit. While you can consciously move your eyes very far from your primary gaze, your typical gaze shifts rarely exceed 15 degrees from the center with the majority of gaze shifts being 10 degrees or less. If you look all the way to the left, what you gain on one side is lost on the other side.

HH is a Visual Field Defect: The visual field loss associated with HH is most often described as the vision you have out the back of your head "nothing," or it's compared to our physiological blind spot caused by the photoreceptor free optic disc and where our optic nerve exits the retina. And while the visual field is cut in half at the vertical midline, the eye movements of the HH patient don't compensate for the loss of visual field. Visual field loss leaves patients vulnerable to collisions since they are unaware of obstacles in their blind side.

THE TRADEOFFS OF USING PRISM TO TREAT HH

Diplopia: If you've ever had way too much to drink or have been really tired, or have certain ocular conditions; or any combination of those three things, you may have experienced diplopia. Certain eye conditions produce diplopia, such as anisometropia, where the power required in eyeglasses to correct vision is substantially different between the left and right lenses producing images of two different sizes on the retina which the brain cannot fuse into one clear image. Each of our eyes has a different field of vision, providing the brain with slightly different perspectives of the same view. When the brain cannot fuse these two images into one, then we experience diplopia, and we see an object in two places at the same time ( Fig. 8). When this happens in your central vision, this is really annoying and disturbing.

One of the potentially disturbing prismatic effects with the use of prisms to treat HH is central diplopia, which is very bothersome. We will learn how the placement of the prism in our peripheral visual field produces peripheral diplopia, which is well tolerated, while prism placement in our central visual field results in central diplopia, which is not well tolerated. We can use our high tolerance for peripheral diplopia when designing lenses to treat HH.

Visual Confusion: Visual confusion (double vision) occurs when the left eye sees something different than the right eye but in the same space. Normally our visual system is such that our brain fuses the slightly different view of the same thing into one clear image. But when visual confusion occurs, the view is not of the same thing-two different things occupying the same space. The brain is confused.

You might say we have double vision all the time. If you reach a hand out to each side of your body, you can see both of your hands at the same time. But if you close your right eye, you can't see your right arm. If you close your left eye, you can't see your left arm. But when both eyes are open, you can see both arms. Similarly, if you hold a finger slightly above your gaze (like where your eyebrow is), it won't really bother you. When we expand a patient's visual field, we make use of these non-bothersome areas in the peripheral visual field to expand awareness.

Apical Scotoma: A scotoma is a missing part (gap) in our visual field. Macular degeneration is known as a central scotoma. Our physiological blind spot is a scotoma. Anywhere that visual field is perceived as missing can reasonably be considered a scotoma. The missing field from hemianopsia is a scotoma. Scotomas can also be created. If we put surgical tape on a pair of glasses, we create a scotoma.

An apical scotoma is the image jump experienced as you look through the apex of a prism. The missing area between the last ray of light not in the prism and the first ray of light in the prism can be quite sizeable when high powered prisms are used, and quite obtrusive if they are placed in the important central area of your vision.

The image jump experienced at the edge of a round bifocal is one form of an apical scotoma. A +3.00 add in a 22 round bifocal segment produces a 3.3 prism diopter image jump. This translates to roughly 1.6 degrees of apical scotoma. The prisms used in hemianopic lens designs are often upwards of 20 prism diopters, which would create an apical scotoma of up to 10 degrees of gap in the visual field. We will discuss the implications of this as we review the various lens designs.

WHAT ARE WE TRYING TO FIX?

Designing eyeglasses without considering a patient's lifestyle needs is a bit myopic (pardon the pun). Two of the primary complaints hemianopsia patients have are driving and mobility.

DRIVING

Determining eligibility and the ability to drive is largely a legislative one. Visual field requirements are established by states. Some states have a path from homonymous hemianopsia to licensure. Some states have no path. Some states just don't care about the visual field at all. Fixing these inconsistencies is beyond the scope of this paper. Clearly, our goal is to help HH patients expand their field of vision and increase awareness of what lay in their blindside. In some states, this will increase their field of vision enough to allow them to obtain a driver's license.

A MODEST PROPOSAL REGARDING MOBILITY

In assessing the potential benefits of lens designs, I propose two truths. 1. If you see something, you are less likely to trip over it or run into it, and 2. If you trip over or run into fewer things, you could call that improved mobility.

As proven by the Flat Earth Society (pardon my audacity if you're a member), few things are universally accepted as truth. But moving forward in assessing lens designs for HH, this writing will hold the above proposed truths to be self-evident. And building on those truths, it's safe to say that giving the patient more awareness of their blind side can improve mobility. That is the goal in designing lenses for HH-to create more awareness of the blind side. How do we do that?

HOW TO ASSESS LENS DESIGNS FOR HH

To measure the efficacy of lens design for hemianopsia, we want to conceptually validate the truths above, and we want to validate them with the patient's eyes at various positions of gaze so we can simulate the dynamic component of vision. Since 90 percent or more of eye movements are 15 degrees or less, we'll assess each lens' function at primary gaze, 15 degrees gaze right and 15 degrees gaze left. We will do this in dramatic fashion with simulated graphics and then in a more scientific fashion with charts of anticipated visual field measurements. We're also going to describe the process the patient must go through to view something on their blind side.

DRAMATICALLY SIMPLIFIED SIMULATED GRAPHICS

Welcome to the monochromatic petting zoo that exists solely on a single horizontal plane. Life isn't like this. In life, you have some high, some low, some large, some small, some near, some far. In our petting zoo, we have a kangaroo-sized spider and a goatsized frog. A kangaroo-sized spider probably shouldn't even be at a petting zoo anyway. This simplification is to simulate lens designs for HH and their utility along the horizontal plane of the visual field.

Fig. 9 represents a full petting zoo as seen by a patient with a full visual field when they are looking at the goat. The arrow represents the primary position of gaze. The graph in Fig. 9b is a graphical representation of a full visual field. The purple is the left eye's visual field, and the red is the right eye's visual field. The overlap is the binocular visual field, and the green dot in the center represents the small area of central vision where we're capable of our best visual acuity.

This is the petting zoo as seen by a patient with left homonymous hemianopsia when they are looking at the goat ( Fig. 10a). Notice the gaze (arrow) is shifted slightly left to capture the goat in the visual field. The graph in Fig. 10b shows a left hemianopic visual field. The red is the right eye visual field, and the darker color is the binocular visual field of both the left and right eyes.

LENS DESIGNS

The lens designs for hemianopsia can be split into four categories: 1. Yoked prisms. 2. Yoked sector prisms. 3. Unilateral (one-sided) sector prisms, and 4. Peripheral prisms.

YOKED PRISM (Shifts field but no field expansion)

All of our training in opticianry says yoked prisms cancels out. But a considerable body of optometry research on concussions, TBI and stroke care find yoked prisms are beneficial for gait, posture and stability. But we'll save that for another day. Right now, we're reviewing lens designs to help with visual field expansion for homonymous hemianopsia. So let's see if yoked prism in our lenses creates field expansion.

Here we have our left HH hemi field, and we're admiring a lovely breed of monochromatic goat ( Fig. 11a).

We put a yoked prism ( Fig. 11) in front of our eye to shift the field of view so that we can see into our blind side to the left. Now we see the nose of a frog ( Fig. 11b). Excuse us, but we weren't done looking at the goat. What do we do?

We shift our eyes right, to look at the goat ( Fig. 11c). In doing so, we offset the shift offered by the prism, rendering it useless from a field expansion perspective. This effect will be the same at all positions of gaze.

YOKED SECTOR PRISMS
(Field substitution with apical scotoma)

A yoked sector prism ( Fig. 12) is comprised of a prism in each lens, usually somewhere between 12 and 20 diopters, with the base in the direction of the blind side, and the prism off into the blind side by a few millimeters. I know what you're thinking...how does a prism work to expand visual field if the patient can't see it? That's kind of like putting glasses on the back of your head! Let's see how that works.

Fig. 12g shows our regular left HH visual field. Now let's put a yoked sector prism in the lens to demonstrate what we'll see using our primary and right gaze versus left gaze into the prism and the blind side.

Here's our view through the yoked sector prism ( Fig. 12a). All good, right? With our eye at primary gaze fixation, we still see a beautiful monochromatic goat. There will be no change as we gaze to the right, the kangaroo and the spider will be in our visual field.

But when we turn our eyes left to look at the frog, what happens? ( Fig. 12b)

This is clearly not a frog. This is a jellyfish ( Fig. 12c). How did it get there, and how do we get to the frog? Ok, what is this? We're trying to look at the frog.

The disappearing frog is the result of the apical scotoma ( Fig. 12d and 12f), a gap in vision that occurs as the eye looks through the last ray before crossing the prism apex (comes from the front of the frog), and the first ray deviated by the prism (comes from after the frog). The visual effect is a disappearing frog. Imagine if that frog were a stop sign or a telephone pole. You would drive or walk right into it.

So how do we see the frog? That's our goal here: You must turn your head to look at the frog, so you're looking through the portion of the lens that has no prism ( Fig. 12e).

Since the same type of lens is fit in both eyes, we can simulate binocular vision using a single lens. When we get to the other types of lenses, we will split the function of left and right.

UNILATERAL SECTOR PRISM
(Expands the field of view but produces apical scotoma, central diplopia and visual confusion)

Unilateral sector prisms are typically positioned base out on the side of the field loss, a few millimeters into the blind side. Unilateral sector prisms do offer visual field expansion, but at the cost of uncomfortable diplopia in central vision. Diplopia in central vision can cause a few different things depending on the patient, but none of them are particularly positive. First, it can cause fusion, which means the patient's eye muscles are strong enough to merge the prism image and the non-prism image, thereby eliminating the field expansion. Second, it can cause suppression, where the brain blocks signals from one eye; just turns off due to the discomfort. Third, it will cause the patient to adjust their neck so they can avoid looking into the prism, which defeats the purpose of the field expansion. Unilateral sector prisms go by many names: side vision awareness glasses, rekindle prisms, button prisms, onufryk prisms to name a few. So let's look at the lens. Since each eye gets a separate treatment, we will analyze monocular effect before analyzing the binocular effect.

Here's our left eye view through a sector prism ( Fig. 13a). It has the same apical scotoma as the yoked sector prisms, but it only affects one eye. So with the left eye, when we turn our eye to look at the frog, we see a jellyfish but don't see the frog (due to apical scotoma).

Here's our right eye, with a standard lens, no prism ( Fig. 13b). When we gaze to the left, we see the frog. Good!

But we have two eyes. The left sees a jellyfish, and the right sees a frog. That's not good. We just want to see a frog, not a frog-fish ( Fig. 13c). So how do we avoid the frog-fish? We just want to look at the frog. Well, the patient either needs to close one eye or turn their head to look at the frog.

PERIPHERAL PRISMS

Peripheral prisms work differently than the sector prisms. Rather than sitting in the "what things are" in the central part of the blind area, they are placed in the "where things are" in the peripheral portion of the seeing area. Because of this positioning, the patient is given a highly tolerable form of double vision, aka visual confusion, in their peripheral vision that results in a significant amount of visual field expansion. These prisms are fit in two different variations: oblique, which brings in the field from the visual midline, and horizontal prisms, which bring in field from the top and bottom of the midline leaving the central visual field free of diplopia, confusion and apical scotoma. Because our petting zoo really only exists along the midline, we'll display the effect using monocular oblique prisms and then describe the differences afterwards.

Fig. 14a shows the field of vision with our primary gaze. At primary gaze, the patient will have an awareness of the frog to the left in their peripheral vision.

Fig. 14b shows the field of vision with our left gaze shift. The patient will have an awareness of the jellyfish to the left of the frog in their peripheral vision.

Fig. 14c shows gaze right. When the patient looks at the kangaroo, they will have an awareness of the goat to the left of the kangaroo in their peripheral vision.

FLEXIBILITY OF FIELD AWARENESS WITH PERIPHERAL PRISMS

The coolest thing about peripheral prisms is that by angling the prisms different ways, you can angle the field awareness in different directions. By positioning the base of the prism out, the field can be expanded straight out ( Fig. 14f). This has been found to be the best for mobility. But by angling the prisms with the bases toward the center, the visual field can be expanded centrally instead. This would be especially helpful if a patient were driving with hemianopsia and would need their visual field to expand outside the windshield ( Fig. 14g).

NOW WHAT?

Doctors often end up prescribing eyeglasses for homonymous hemianopsia. As an optician, knowing about these types of lenses could make you a valuable resource for specialty optometrists and ophthalmologists who know what kind of glasses their patients need, but not where to get them. It's safe to say there are at least 1,000,000 homonymous hemianopsia patients in the U.S., and many of them can be helped by glasses. As opticians, designing lenses is our forte. Learning about specialty lens treatments and low vision aids helps us help doctors provide solutions for the vision challenges facing an ever growing population beset by age and illness related vision disorders.

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Understanding Prism Designs for Homonymous Hemianopsia

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By Charlie Saccarelli, ABO-AC Release Date: July 1, 2018 Expiration Date: December 31, 2022 Learning Objectives: Upon completion of this program, the participant should be able to: Understand the various lens design options available for homonymous hemianopsia (HH) and how they work. Understand the benefits and tradeoffs of each HH lens design.

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 Adaptive Technology for Students with Vision Impairments

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 Adaptive Technology for Students with Vision Impairments

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Adaptive technology has come a long way in recent years. With technological improvements in computer science, GPS, smart phone technology etc. Many adaptive tools have been created to assist students who have visual impairments.

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Assistive Technologies for Emotional Disability

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Assistive Technologies for Emotional Disability

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As shown above, the Special School District of St. Louis County has suggested some assistive technologies (ATs) to better support students with emotional disturbance. Here are some other ATs that can also be used to help those students make progress and succeed:

Low-Tech ATs
Goal Tracker & Incentives- this tracker can be both academic and behavioral. Students can use this goal tracker to constantly remind themselves about their personal goals and track if they have made progress. If they have made progresses, their family and/or teacher can give certain incentives to encourage them to do better. Sample goal trackers can be found here.
Meditation- if possible, teacher can teach students to meditate which not only helps reduce stress but also helps them to practice concentrating.

Mid-Tech ATs
Noise-Cancelling Headphones & Light Music- students can wear a noise-cancelling headphone to stay calm and not distracted. When needed, light music can be played to create a calming environment.

High-Tech ATs
Smartphone Apps- Now that smartphone becomes a daily use for most students, it can be a very useful tool for students with emotional disability. Apps such as "Soothing Sleep Sounds", "Headspace: Mindful Meditation", "Aura: Mediation & Sleep" can be used to reduce students' anxiety and stress.

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Social stories are short individualized stories devised as a tool to help students better understand the nuances of interpersonal communication so that they could interact in an effective and appropriate manner. They can be used to introduce a new environment or activity, review appropriate ways to complete daily activities, assist in problem solving, or discuss changes to a schedule/routine.

Sample social stories and directions found here:

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Assistive Technology / Social-Emotional Behavioral Tools

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Social stories are short individualized stories devised as a tool to help students better understand the nuances of interpersonal communication so that they could interact in an effective and appropriate manner. They can be used to introduce a new environment or activity, review appropriate ways to complete daily activities, assist in problem solving, or discuss changes to a schedule/routine.

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Other Strategies and Accommodations for Students with Emotional Disability

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Other Strategies and Accommodations for Students with Emotional Disability

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1. Make learning relevant;
2. Help students establish positive peer relationships;
3. Teach behavior management skills;
4. Identify and deal with depression;
5. Help students deal with stress;
(Henley & Long, 2003)
6. Provide a sofa in classroom, if possible, to give students a place to relax and chill;
7. Provide therapy pets to students who need emotional support;
8. Build trustful relationship with students and be open to listen to their emotional needs and concerns;
9. Refer students to their counselor if their emotion escalates.

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Screen Readers and Text-to-Speech software

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Screen Readers and Text-to-Speech software

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Screen-Readers such as JAWS (Job Access with Speech) will read what's on the screen and even have braille output.  Text-to-Speech software will also read out the screen and can be used to read scanned documents.

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The above video is an interview with a school in Wichita that have utilized braille writers in their classrooms. These tools read and produce braille. Students can use it to write and read braille text.

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Classroom Tools for Visually Impaired Students

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Hand held magnifiers can be used to enlarge print, allowing visually impaired individuals to better read small text. Smart phone and tablet cameras can be used to magnify text as well. There are also large magnifiers, that can be used to magnify a full page.

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This article discusses high tech magnifiers that can be used to accommodate students in the classroom.

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A video magnifier, or closed-circuit television (CCTV) system, uses a stand-mounted or handheld video camera to project a magnified image onto a video monitor, a television (TV) screen, or a computer monitor. Cameras with zoom lenses provide variable magnification. In most of these systems, magnification level and focus are set after choosing a comfortable and functional working distance between the camera and the material to be viewed. Some systems use an auto-focus camera. Lower cost video magnifiers often use cameras that have a fixed focus and cannot vary magnification or camera-to-target distance. Most cameras also need their own light source.

Cameras that are mounted on a fixed stand require the reading material to be placed under the camera and moved across and down the page. To make the process of viewing easier, a table that is movable from the top of the page to the bottom and side to side (referred to as an x-y table) is used with most stand-mounted cameras. Stand-mounted cameras are particularly effective for handwriting because a hand can fit under the camera.

In contrast to stand-mounted cameras, handheld cameras are designed for bringing the camera to the material to be viewed. They can magnify almost anything within reach, including labels on packages of food and medicine. Handheld cameras are often on rollers, which make them easier to move across a flat working surface. Some manufacturers of video magnifiers that use handheld cameras offer a writing stand as an accessory.

All video magnifiers offer the option of viewing black letters on a white background or white letters on a black background. Controls for contrast and brightness are also standard. Many video magnifiers also provide other special on-screen features and controls including underlining or overlining of text. Some systems work jointly with a computer, offering the option of sharing the computer monitor. Color video magnifiers are useful for reading materials in which color is crucial, such as maps and color photographs. A radical departure in design from conventional video magnifiers is the use of head-mounted displays (HMD). They offer portability and new ways of viewing the display. Being able to capture and save an image is also a new function that has recently become available.

Typically, video magnifiers that use a camera mounted on a fixed stand and x-y table are in the $1,800 to $4,000 price range. Lower cost video magnifiers that plug into a TV are in the $400 to $1,000 price range.

Acrobat Ultra LCD
Video magnifier that features a 3-in-1 camera for seeing one's self up close, reading, and distance viewing. Comes with 20", 22", 24", or 27" high-resolution LCD monitors that provide 1.6x to 99.5x adjustable magnification (varies with LCD size). The camera is also detachable, allowing one to use it at various workstations.

Amigo
Handheld portable magnifier with a 7" high resolution LCD with large field of view adjustable magnification of 1.4x to 25x. May be used to read price tags, restaurant menus, ingredients on a package and directions.

Aukey Ultra-Portable Video Magnifier
Pocket-sized, portable video magnifier with a 3.5" wide-screen LCD monitor with a magnification of up to 17x. Has three user-friendly tactile buttons: on/off and mode; magnification; and freeze frame. Comes with a detachable reading stand.

Aumax VGA
Flexible, portable video magnifier for both near and distance viewing at school, work and home. May be used to view text, photos, blackboards, crafts, etc. and can magnify from 3.5x to 79x on a PC screen or VGA monitor. Has three viewing modes: reading, distance and self-view. The dual control panels on the top and bottom of the camera makes it easy for left-handed or right-handed users. Carrying case included.

Aumed Image
Easy-to-use handheld magnifier with a comfortable grip. May also be used for reading or reviewing small print or writing-signing your name, writing checks and filling out forms. Offers a magnification range of 1.5x to 22x when used as a handheld magnifier (with handle extended) or 4.5x, 6x, 9x and12x when used as a stand magnifier (with handle folded) and five viewing modes: full color; black on white; white on black; yellow on blue; yellow on black. May also be plugged into a television to view images on a larger screen.

Butterfly
Portable handheld pocket video magnifier with 1.5x to 15x magnification on a 3.5" LCD screen. Weighs 4.2 ounces and is ideal for people on the go. May be hung around the neck. Tangible magnification and color mode adjustment buttons are handily located above on the right. When placed flat on books or photographs, offers a comfortable viewing angle with a foldable reading stand. Has an auto-focus camera for shooting unreachable materials, such as books on a high shelf. Includes a built-in rechargeable lithium ion battery with 1400mAh capacity and an AC charger, stand, carry case and strap.

Candy
Five-inch LCD high-definition handheld portable video magnifier with 2.8x to 22x magnification. May also be used as a stand magnifier. Its unique, ergonomic three-position handle may be comfortably held in the center-balanced position for right-handed or left-handed use. Continuous digital zoom magnification easily increases or decreases the size of the text, photo or object being viewed. All function buttons, including the Freeze Image button, are large and conveniently located on or adjacent to the handle. Weighs less than 10 ounces and may be carried in a coat pocket or purse.

Candy 5 HD II
Handheld (with handle) 5.0" LCD HD video magnifier with a unique, ergonomic 3-position handle which can be comfortably held in the center-balanced position, for right-handed or left-handed use. Alternatively, use CANDY 5 HD II as a stand magnifier with included cradle.

Clearview C
Desktop video magnifier that comes with a high-definition monitor and standard camera with continuous magnification of 1.5x to 75x (optional: up to 170x) and adjustable document viewing modes: full color photo mode, 16 selectable high-contrast color combinations to improve contrast for better visibility, and from 1 to 4 selectable color combination presets. Comes with the following three camera functions and monitor options: standard camera with a 24" monitor, high-definition camera with a 24" Monitor, and a high-definition camera with a 24" monitor and OCR speech.

Available from the Chicago Lighthouse at:
www.lighthousetoolsforliving.com/Optelec-Clearview-C_p_1375.html

ClearView+
Offers three monitor options-full-color 17" TFT monitor, full-color 17" CRT monitor, or a black-and-white 17" CRT monitor-with the additional option of computer compatibility.

Clearview+ HD 22"
Video magnifier system that magnifies anything placed under it from 2x to 85x times its original size, always maintaining perfect focus. Also features a specially designed high-quality monitor and lighting design for optimal visual enhancement. The entire system can be controlled with a single button and customized to meet the user's exact needs.

ClearView+ Speech HD
Desktop video magnifier with integrated OCR and text-to-speech technology. Read/view magnified text/images or listen to text read by synthesized speech and view each word highlighted as it is spoken.

ClearView+ Speech Module
Desktop video magnifier that integrates OCR and text-to-speech technology. Allows users to enlarge materials to a more comfortable size or change the high contrast viewing modes with one master dial. The Point and Read interface allows users to simply touch the screen for the Speech feature, and then sit back, relax and listen. Users also have the option to select video magnification to view photos, bills and read shorter text.

ClearView+ Speech True Color
Desktop video magnifier with integrated OCR and text-to-speech technology. Read/view magnified text/images or listen to text read by synthesized speech and view each word highlighted as it is spoken.

ColorMouse
Full-color video magnifier with a magnification of 14x on 20" or 28x on a 40" television.

ColorMouse-Mac
Full color, computer mouse video magnifier that can be plugged into any USB port on an Apple desktop or Notebook. Has a magnification range of 3x - 100x. Features include full color image, pure black text on a white background and variable magnification.

ColorMouse-RM
Full-color, computer mouse video magnifier with variable magnification of 14x-55x, vivid full-color, positive and negative view modes that can be plugged into any regular television.

ColorMouse-Win
Handheld, full-color mouse-style video magnifier that connects to a single USB port on any PC with Windows 7, 8 or 10 with a variable magnification of 3x-100x. Offers high-contrast negative image (pure white text on black background) and high-contrast positive image (pure black text on white background), split screen and more.

ColorMouse-Zoom
Full-color electronic magnifier that can be plugged into a regular television to using video input to magnify magazines, maps, prescription bottles, food labels, stamps, and photos. Offers freeze frame and variable magnification of 14x- 55x on a 20" television.

Compact 4 HD
Handheld dome magnifier with a continuous magnification range of 1.7x to 12x and 4.3" full color TFT widescreen display. Offers high-contrast viewing modes for easier reading (set up to 4 combinations from a possible choice of 16).

Available from the Chicago Lighthouse at:
www.lighthousetoolsforliving.com/Compact-4-HD_p_1264.html?AffId=1

Compact 5 HD
Portable video magnifier that features continuous zoom with 1.5x to 18x magnification, 8 megapixel high-definition and auto-focus camera for superior images, 5" full color TFT wide screen display and 16 high-contrast colors. Has a low vision customizable large icon menu and ergonomic design with two reading positions.

Compact 7 HD
Portable electronic video magnifier that features continuous zoom with 1.5x to 18x magnification, 8 megapixel high-definition and auto-focus camera for superior images, 7" full color TFT wide screen display and 16 high-contrast colors. Has a low vision customizable large icon menu and ergonomic design with two reading positions.

Compact Mini
Pocket-sized video magnifier with a 3.5" full color screen with adjustable magnification of 2x, 5x, 8x, and 11x. Offers multiple high-contrast viewing options.

Compact Touch HD
Portable handheld video magnifier with continuous magnification of 2x to 20x and touchscreen controls. Has a 4.3" full-color TFT widescreen display and adjustable document viewing modes and full color for viewing photographs and images as well as four high-contrast color combinations for easier reading including black text on a yellow background.

Compact+
Small, portable video magnifier with continuous magnification of up to 3x to 10x with a 4.3" full-color TFT widescreen. Displays text in true color, black and white and reverse. Also offers blue/yellow and black/yellow options for easier discrimination.

Computer Screen Enlarger: 14
Screen enlarger that attaches to the top of a standard CRT style monitor. Magnifies 1.5x, reduces glare, and blocks UV rays. Easy to clean and install.

Crystal XL
Portable handheld magnifier with a 4.3" TFT display that includes a power on/off switch and offers text and images in 3 levels of magnification--3x, 4.5x and 7x-all of which appear in a variety of color modes, including color, positive, negative, and semi-colors. Micro USB battery charge connector included.

DaVinci HD
Desktop video magnifier with a 24" high-resolution LCD screen, text-to-speech (OCR) software that reads any printed text aloud with the push of a button, and a 3-in-1 camera that rotates 340 degrees. Offers magnification up to 77x and 8 viewing modes to optimize contrast and brightness. Monitor can also be used as a display for a computer or iPad (additional hardware required).

DaVinci HD/OCR
High-performance desktop video magnifier, featuring full high-definition color and contrast, crystal clear images, and vibrant colors; selective text-to-speech optical character recognition system (OCR); and a 3-in-1 camera.

DaVinci Pro HD
Desktop video magnifier that features a full high-definition Sony 1080p screen, a 3-in-1 camera, magnification up to 77x, and full-page text-to-speech system. Great for applying make-up, shaving, reading, writing, viewing presentations and whiteboards. The slide mechanism provides flexibility for various camera arm positions.

Available from the Chicago Lighthouse at:
www.lighthousetoolsforliving.com/DaVinci-Pro-HD-_p_1452.html?AffId=1

E-Bot Pro
iPad-compatible, portable, reading, writing and distance video magnifier that provides full-page OCR capability. Can be connected to a Mac via USB 3.0, a PC via USB 2.0/3.0, to a television or computer monitor with HDMI, or directly to an iPad screen via a dedicated Wi-Fi wireless access point. Common touchscreen gestures may be used to adjust the magnification level and image color on an iPad. Reading material may be manipulated smoothly and easily with a joystick control or touchscreen gestures which move the camera in response to touch. The OCR may be used to a scan and listen to a full page of text through a built-in speaker or headset (speaker jack available for earphone or headset).

Available from the Chicago Lighthouse at:
www.lighthousetoolsforliving.com/E-Bot-Pro-_p_1444.html?AffId=1

Explore 3
Portable handheld video magnifier with 2x to 16x magnification, continuous zoom to clearly see every detail, auto-focus, freeze-frame, color mode selector. Also has a built-in stand for signing and filling out forms. Includes a flashlight. May be connected to a television to magnify what's on the screen. Features large buttons for adjusting magnification and contrast modes.

Explore 5
Smallest, lightest 5" high-definition handheld electronic video magnifier that offers a magnification range from 2x to 22x. Offers more than 18 customizable enhancement modes and three modes of use--out of pocket, with folding handle, or tabletop use. May be connected to a television to display enlarged pictures and text on a bigger screen. Can also store thousands of images for viewing anytime.

Available from the Chicago Lighthouse at:
www.lighthousetoolsforliving.com/Humanware-Explore-5_p_1439.html?AffId=1

Explore 7
Portable, high-definition handheld electronic video magnifier with a 7" high-definition LCD screen that offers a magnification range from 2.3x to 19x. Offers more than 12 contrast and 3 favorite color settings and three modes of use: out of pocket, with folding handle, or tabletop use. May be connected to a television to display enlarged pictures and text on a bigger screen. Can also store thousands of images for viewing anytime.

Available from the Chicago Lighthouse at:
www.lighthousetoolsforliving.com/Humanware-Explore-7_p_1440.html?AffId=1

Explorer Classic
Desktop video magnifier with auto-focus and manual-focus capabilities with a magnification range of 3.5x to 65x on 22" LCD display or 3.0x to 57x on a 19" model. Monitor comes on an adjustable arm for easy height, tilt and swivel. Features adjustable contrast control and a viewing table equipped with front-to-back and side-to-side (x-y) slides that allow users to position materials under the camera unit for reading, writing, and viewing various items. The table can be locked with an easy one-lever brake feature.

Explorer HD 22
Flexible desktop magnifier with magnification ranges of 2.5x to 57x (19" model), 2.8x to 65x (22" model) and 3.2x to 73x (24" model). Offers three additional Select-A-Color modes with the standard modes (full color, black on white, and white on black). Viewing table is equipped with front-to-back and side-to-side (x-y) slides for positioning materials under the camera unit for reading, writing, and viewing various items.

Eye-Q
Portable video magnifier with a 4.2" wide screen LCD screen and a 4x to 15x magnification range. Offers full color, black/white or white/black display.

Flick
Portable video magnifier for both distance viewing and near vision tasks. Features a fully motorized camera and lens system that enables users to control and retain their settings such as focus and magnification for each viewing mode. The first immersive and touch screen camera system that allows the user to view the desired scene or reading material to controlling the system from a tablet or computer screen without manual manipulation of the camera. The touch screen interface also features familiar gesture control; may also be controlled with a mouse or keyboard on traditional laptop or desktop computers. Connects to Windows 7 or 8 tablets or Windows 7, 8 or Mac laptops/desktops.

Fusion
Portable video magnifier that opens and closes like a laptop computer with a magnification range of 6.5x to 15x. Can be rolled across text or used with its integrated handheld mouse camera. Its 7" flat-panel screen folds down for portability.

IBIS HD
Portable, high-definition video magnifier with average adjustable magnification of 2x to77x (varies with HD screen size). Attaches to any television or PC monitor.

Jordy
Video magnification system consisting of a head-mounted display which can be worn like a pair of eyeglasses and is adjusted with a control unit. Video camera is enclosed within the front section of the 8-ounce Jordy eyeglasses and the camera is pointed by head movement. The head-mounted display is worn over prescription eyeglasses. Has a headband strap and an adjustable nosepiece. A lens on the front of the system can be slid over the main camera lens for reading and near viewing up to 50x. When placed on its optional desktop stand and attached to any monitor, it becomes a fully functional desktop video magnifier. Battery-operated and can be used to see near, far, and anything in between.

KitchenMouse-Color
Full-color, mouse-style video magnifier with an ultra-lightweight 12" screen that can be easily mounted on any wall in the Kitchen. Offers MD Mode which provides pure white text on a black background for maximum contrast and reduced glare for anyone with acute sensitivity to light. This can be especially beneficial for anyone with macular degeneration. Other features include greyscale image, pure black text on a white background with 10x magnification.

KitchenMouse-MD
Mouse-style video magnifier with an ultra-lightweight 12" screen that can be easily mounted on any wall in the Kitchen. Offers full-color magnification and MD mode, which provides pure white text on a black background for maximum contrast and reduced glare for anyone with acute sensitivity to light. This can be especially beneficial for anyone with macular degeneration. Other features include greyscale image, pure black text on a white background and 10x magnification.

KitchenMouse-Mono
Black and white, mouse-style video magnifier with an ultra-lightweight 12" screen that can be easily mounted on any wall in the kitchen. Offers MD Mode which provides pure white text on a black background for maximum contrast and reduced glare for anyone with acute sensitivity to light. This can be especially beneficial for anyone with macular degeneration. Other features include greyscale image, pure black text on a white background and variable magnification.

LaVoice Solo
Standalone scanning device that integrates reading and magnifying together. Built with multiple output interfaces such as VGA and HDMI and can be connected to any monitor or television (not included) via HDMI to get the additional display of the captured image, enabling user to see the image while listening to the text being read. Features high-quality, multilingual text recognition; magnifiers for reading entire page; pause, forward and rewind capability; adjustable reading speed; multiple text color to suit user's specific need; crystal clear font at any zoom level.

Liberty Scholar 2
Portable video magnifier with both near and distance viewing capabilities for reading, writing and viewing distance objects with a magnification range from 1.5x to 50x and a 12" TFT display. Function buttons include overview mode, freeze image function, viewing mode selection, brightness adjustment and semi-color selection.

Looky + Portable Video Magnifier
Portable, handheld video magnifier with a 3.5" display screen with a magnification range of 2x to 20x and five viewing modes: full color, black on white, white on black (reversed), yellow on blue, and yellow on black. Has a foldable handle and weighs 7 oz.

Maggie
Lightweight, portable electronic video magnifier with a large 5" high-contrast full-color LCD screen with MD mode (white text on black background) and variable magnification and a 6-hour battery life.

Magni-Cam
Lightweight, handheld video magnifier that connects to any television set or computer with an appropriate PC television video card adapter to provide enhanced reading ability. Provides magnifications of up to 50x when connected to a 25" television.

Magnifier for LCD Monitor - Widescreen 19
Monitor magnifier that fits over most 19" widescreen flat panel LCD monitors for desktop computers. Helps reduce glare, reflection and UV rays overall reducing eyestrain and fatigue. Magnifies up to 1.5x.

MagniLink S Computer
Affordable and portable system ideal for students. Can be connected to any PC or Mac with its USB 3.0 connector. May be used to read books and documents or to follow lecture notes on the whiteboard, and then take a snapshot to study later. All functions can be controlled with a computer keyboard. The camera is available in SD resolution.

MagniLink S Computer/Monitor
Video magnifier that can be connected to a computer or a monitor for use in a classroom for viewing materials or to record a lesson or presentation with the video recording feature or as a regular video magnifier at home, connected to an LVI monitor and a docking station. Comes with both HDMI and USB 3.0 connections and can be controlled by the integrated control box or from the computer's keyboard. The camera is available in HD or SD resolution.

Available from the Chicago Lighthouse at:
www.lighthousetoolsforliving.com/Magnilink-S-ComputerMonitor_p_1250.html?AffId=1

MagniLink S Monitor
Connects to any monitor and is ideal for use at home for reading, working on scrapbooks, reviewing documents, or sharing photos or even looking at one's self using the mirror mode. Comes with an HDMI connector. Has a built-in control panel and uses minimal space. Camera is available in HD or SD resolution. Accessories such as 2-i-1-carrying case and a docking station available.

MagniLink S Monitor HD
Connects to any monitor and is ideal for use at home for reading, working on scrapbooks, reviewing documents, or sharing photos or even looking at one's self using the mirror mode. Comes with an HDMI connector. Has a built-in control panel and uses minimal space. Camera is available in HD or SD resolution. Accessories such as 2-i-1-carrying case and a docking station available.

MagniLink S TTS
Video magnifier with text-to-speech functionality. Spoken text is synchronized with the magnified text and is easy to follow. Comes with an HD camera, USB 3.0 and HDMI connectors, as well as built-in control panel. Text can be read aloud with increase reading speed and endurance. Reads any printed text by sentence, word or paragraph. The OCR scanned text can be saved and opened in a text editor for proofing and rewrites. May be used with headphones.

Available from the Chicago Lighthouse at:
www.lighthousetoolsforliving.com/Magnilink-S-TTS-HD_p_1249.html?AffId=1

MagniLink Student Professional
Portable video magnifier with a combined reading and distance camera, for connection either to a PC or to a computer screen. Comes with a high-resolution camera and weighs 2.9 lbs. and is mounted in a few seconds with a connection through USB 2.0. Additional features include video recording with sound, freezing of image and dual monitor support.

MagniLink Vision Text to Speech (TTS)
Video magnifier with text-to-speech functionality. Spoken text is synchronized with the magnified text and is easy to follow. Features tactile buttons for adjusting volume, speed, and display modes. Preferences for contrast enhancement, colors, fonts and more can be adjusted for each user and additional languages can be added at any time. Text can be saved to or opened from the included USB-stick. Comes with a headphone jack for personal listening.

MagniLink Zip 17" HD
Portable video magnifier with an HD reading and distance camera. Comes with a low-vision adapted 17.3-inch monitor and a stable x-y table for comfortable reading and precise control. Has all the functions offered in a desktop video magnifier but can be folded and carried to another location easily. Good choice for users who read frequently and sometimes need to move their video magnifier between different locations, for example home and work, hotel, summer house, etc.

Available from the Chicago Lighthouse at:
www.lighthousetoolsforliving.com/Magnilink-Zip-17-HD-_p_1408.html?AffId=1

MagniLink Zip Premium FHD 13
Foldable, portable video magnifier with a 13.3" monitor with full high-definition auto-focus camera. Can be connected to a PC/Mac with USB/HDMI connection (optional) and with TTS software for PC/Mac (optional) for reading text aloud.

Available from the Chicago Lighthouse at:
www.lighthousetoolsforliving.com/Magnilink-Zip-13-HD_p_1406.html?AffId=1

MagniLink Zip Premium HD13
Foldable, portable video magnifier with a 13.3" monitor with full auto-focus camera. Can be connected to a PC/Mac with USB/HDMI connection (optional) and with TTS software for PC/Mac (optional) for reading text aloud.

Available from the Chicago Lighthouse at:
www.lighthousetoolsforliving.com/Magnilink-Zip-13-Full-HD-_p_1407.html?AffId=1

Mattingly SMART Portable Video Magnifier
Portable video magnifier with a magnification range of 2x to 15x; 4 viewing modes--full color, black and white, high-contrast white on black and high-contrast black on white; and freeze-frame option with 4-step brightness and 4-step contrast adjustments.

Max
Portable, handheld digital video magnifier that connects to any television or computer monitor and may be used to read newspapers, magazines, recipe cards, and medicine labels. Offers16 to 28x adjustable magnification (20?? monitor and 4 viewing modes.

MaxLupe
Color portable video magnifier with a magnification range of approximately 7.3x to 30x for reading and approximately 3x to 12x for writing. Comes with a 5.8" TFT-monitor (can be tilted).

Merlin
Full-color, auto-focus video magnification system with optional monitor sizes and styles--the classic CRT 14" or 20" to the newer ergonomic sleek LCD 17" or 19" monitors and 2.7x to 85x adjustable magnification (varies with LCD screen size).

Merlin Elite
Desktop video magnifier that features a high-definition Sony auto-focus camera, high-resolution 24" LCD monitor and text-to-speech feature software (Nuance). Offers 28 viewing modes to optimize contrast and brightness, adjustable magnification from 2.4x to 70x, and a low-profile x-y table with a user-friendly lock mechanism. The monitor can also be used as a display for a computer or connected to an iPad (additional cables required). The screen easily pivots horizontally and vertically to provide the most comfortable viewing position.

Merlin Elite HD/OCR
High-performance desktop video magnifier, featuring a full HD Sony® camera and selective text-to-speech (OCR). High-definition color and contrast provides crystal clear picture and vibrant colors.

Merlin Elite Pro HD/OCR
High-performance desktop video magnifier, featuring a Full HD Sony® 1080p camera offering three OCR reading formats (full-page text, full-page picture, and single-line text).

Merlin HD 22"
Desktop electronic video magnifier that offers high-definition color and contrast for reading books and magazines, reading and writing letters, managing financial records, viewing color photos, or doing crossword puzzles. Features a high-definition camera, high-definition LCD screen that easily pivots horizontally and vertically to provide the most comfortable viewing position, simple, easy-to-use tactile controls, 2.4x to 73.2x magnification, depending on screen size and zoom table selected, adjustable viewing modes, and an x-y table with a user-friendly lock mechanism for smooth continuous reading.

Merlin LCD
Flexible full-color, auto-focus desktop magnifier with 7 viewing modes and 2.4x to 77x adjustable magnification (varies with LCD screen size). The monitor also offers a split-screen mode to allow users to view magnified images and the computer simultaneously. Screen pivots, tilts and swivels in all directions.

Merlin Ultra Full HD
Video magnifier with full high-definition camera, simple, easy-to-use tactile controls, a 2.4x to 73.2x (depending on screen size and zoom table selected), and an x-y table with a user-friendly lock mechanism for smooth continuous reading. Computer compatible for easy toggling between the video magnifier and computer (additional hardware may be required).

Mezzo HD
Foldable lightweight desktop electronic magnifier that offers 2.2x to 90x magnification. Offers a range of viewing modes: full color, black on white, white on black, green on black, yellow on blue and yellow on black. May be purchased with an x-y table and a mobility pack that includes a battery and carrying case.

MiniMax
Small lightweight portable magnifier with a 2.8" TFT screen and three easy top-access buttons identified with high-contrast icons. Offers three discrete levels of magnification of approximately approx. 3x, 4.5x and 6.5x full range of color and color-select options. A freeze frame mode allows for storage and image manipulation.

Mobilux Digital
Mobile and portable, the handheld video magnifier with a 3.4" diagonal screen and four viewing modes: black on white, white on black and color, yellow/black. Offers 3 levels of magnification: 3x, 4.5x, and 6x and image display in real image (true colors), contrast enhancement of black on white, white on black and black on yellow.

Mobilux Touch HD
Portable, handheld video magnifier with a 4.3" high-definition TFT LCD screen. Provides time and date information, has an automatic shut-off feature after 5 minutes of non-use to save battery power, and 5 contrast modes so users can customize the colors of the text and backgrounds to their individual needs. Magnification powers range from 4x to 12x and include the middle range powers of 5x, 6x, 8x, and 10x. Has a 4GB SD card that stores photos, which are downloadable to a PC or Mac computer through the included USB connection. When connected to a PC, a live image can also be seen on a computer monitor.

MonoMouse
Handheld, black and white, grayscale mouse-style video magnifier that works on any television with a magnification of 14x on a 20" or 28x on a 40" television.

MonoMouse-Mac
Handheld, grayscale mouse-style video magnifier that connects to a single USB port on a MacBook, Mac mini or iMac with a variable magnification of 3x-100x. Offers high-contrast negative image (pure white text on black background) and high-contrast positive image (pure black text on white background).

MonoMouse-RM
Handheld, grayscale, reverse mode and enhanced mode mouse-style video magnifier with a magnification of 14x on a 20" or 28x on a 40" television.

MonoMouse-Win
Handheld, grayscale mouse-style video magnifier that connects to a single USB port on any PC with Windows 7, 8 or 10 with a variable magnification of 3x-100x. Offers high-contrast negative image (pure white text on black background) and high-contrast positive image (pure black text on white background).

ONYX
Foldable and lightweight portable video magnifier designed to connect to a monitor or a PC and provides magnification up to 100x. May be mounted on a swinging arm or flexible arm and provides distance, document, and self views.

ONYX Deskset 17
Portable video magnifier with a 3-in-1 flexible camera for reading documents, distance viewing, and self-viewing. The camera, mounted on a rotating arm on a 17" flat panel monitor, has three axes and rotates up to 350 degrees.

ONYX PC Edition
Portable video magnifier that combines the ONYX portable camera with USB connectivity plus Freedom Scientific's MAGic® screen magnification software with speech. Features EyeMerge software which allows user to switch back and forth between magnified PC images and magnified camera views in any of three viewing modes: distance views, document views, and self views. Comes in choice of a swing arm or flex arm.

Opal
Small, portable, handheld video magnifier with a 4" screen and a magnification range of 4.5x to 9x. Has two full-color modes and five two-color reading modes (black text on a white background; enhanced black text on a white background; white text on a black background; yellow text on a blue background; or blue text on a yellow background).

OPTi Lite
Desktop video magnifier that connects to a desktop or laptop computer using a USB 2.0 to display magnified text or images on the computer's screen. Has a fully adjustable magnification range 4x to 40x on a typical 15" screen.

OPTi Verso
Portable video magnifier that offers distance magnification, viewing for classroom, and meeting room use, as well as near magnification for desktop-style reading and writing. Connects to either a PC or notebook. Offers magnification range of 1.5x to 50x on a typical 15" screen and the full color and a complete range of enhanced color viewing modes.

OPTRON Pro
Portable video magnifier camera mounted on a modular swivel arm for near, distance, and self viewing. Features an auto-focus camera with full color, black and white, and artificial colors image adjustment. VGA computer-compatible. Connects to various monitors.

Pearl
Portable folding camera that connects to a PC and allows user to magnify and view documents on the screen and navigate with the virtual x-y table from the keyboard. Also expands the features of OpenBook 9.0 to provide instant OCR.

Pebble 3.5 Portable Video Magnifier
Lightweight, handheld magnifier with 2x to 10x magnification for reading labels, prescriptions, price tags, menus, bus schedules and more. Features a 3.5" high resolution LCD display with adjustable brightness.

Pebble HD
Lightweight, portable video magnifier with a high-definition camera with a 4.3" LCD display and adjustable magnification from 1.25x to 13.5x. Has easy-to-use large tactile buttons in two color choices and offers 28 available color select modes. Multi-purpose handle allows usage in various positions.

Pebble Mini
Lightweight, portable video magnifier with adjustable magnification from 2x to 10x that weighs less than 4 ounces. Offers 28 viewing modes, freeze image feature with capability to magnify and change mode, and image capture with save and recall.

Pico
Small, portable handheld magnifier that easily fits into a purse or pocket.

Portix
Portable, foldable, and compact magnifier with a high resolution 10.4" LCD screen and is about the size of a laptop. Offers a variety of viewing modes: color, black and white, inverse, yellow on blue, and black on yellow with a magnification range of 3x to 36x. The easy to use rotational camera can be moved from desktop, distance, and self-viewing modes.

Presto
Portable, desktop video magnifier with a 15" LCD monitor and four simple front panel buttons and 2.5x to 40x auto-focus magnification. Also features a simple one piece/one plug design, full color/black and white or reverse viewing modes, a locking x/y table, and tilt angle display on the monitor.

Presto Lite
Portable, desktop video magnifier with a 15" diagonal Active Color Matrix TFT LCD display and simple four-button front control panel and a magnification range of 3x to 21x. Also features a low-profile display, a reading table, and three image modes-photo, positive and negative images

Prisma AF
Portable auto-focus video magnifier with a magnification range of 2.5x to 30x on a 17" television screen. Viewing modes available include full color, enhanced black on white and enhanced white on black. Uses any standard PAL or NTSC television set with a video input jack.

Prodigi Desktop 20"
Desktop video magnifier with Touch and Tap controls and Diamond Edge Text. With magnification from 1.2x to 20x, users can select from a wide variety of enhanced contrast options with Touch and Tap controls on a 20" LCD screen. Has no confusing knobs and dials, and no clumsy x-y table. Just place your document and tap to zoom in and start reading with your preset magnification, enhanced contrast and reading mode.

Available from the Chicago Lighthouse at:
www.lighthousetoolsforliving.com/Humanware-Prodigi-Desktop-CCTV-20-_p_1276.html?AffId=1

Prodigi Desktop 24"
Desktop video magnifier with Touch and Tap controls and Diamond Edge Text. With magnification from 1.2x to 20x, users can select from a wide variety of enhanced contrast options with Touch and Tap controls on a 24" LCD screen. Has no confusing knobs and dials, and no clumsy x-y table. Just place your document and tap to zoom in and start reading with your preset magnification, enhanced contrast and reading mode.

Available from the Chicago Lighthouse at:
www.lighthousetoolsforliving.com/Humanware-Prodigi-Desktop-24_p_1277.html?AffId=1

Prodigi Duo 20"
Personal Vision Assistant with a 20" LCD screen that incorporates both a tabletop magnifier and a handheld magnifier. Includes a lightweight, portable 5" HD magnifier with a touch screen, that docks right into the tabletop unit with magnification ranges of 1x to 80x (Diamond Edge Text) and 1x to 20x (color).

Available from the Chicago Lighthouse at:
www.lighthousetoolsforliving.com/Humanware-Prodigi-Duo-20_p_1275.html?AffId=1

Prodigi Duo 24"
Personal Vision Assistant with a 24" LCD screen that incorporates both a tabletop magnifier and a handheld magnifier. Includes a lightweight, portable 5" HD magnifier with a touch screen, that docks right into the tabletop unit with magnification ranges of 1x to 80x (Diamond Edge Text) and 1x to 20x (color).

Available from the Chicago Lighthouse at:
www.lighthousetoolsforliving.com/Prodigi-Duo-24_p_1256.html?AffId=1

Prodigi Tablet
Lightweight touchscreen 5" HD magnifier with a magnification range of 1.2x to 20x and Touch and Tap controls. User can select from a wide variety of enhanced contrast options. Stores photos and documents and converts characters into Diamond-Edge Text for easier reading. Allows user to switch from reading documents to listening to them, with the tap of a finger.

Available from the Chicago Lighthouse at:
www.lighthousetoolsforliving.com/Humanware-Prodigi-Tablet-Portable-CCTV_p_1278.html?AffId=1

Quicklook Zoom
Handheld, lightweight full-color, electronic magnifier with an integrated 4" TFT display and a magnification range of 3x to 18x. Has a built-in rechargeable battery, charger, cable, and a protective carrying case with belt loop, shoulder strap, and a wrist/neck strap.

RUBY
Handheld, pocket-sized video magnifier with a 4.3" full-color screen with a magnification range of 2x to 14x magnification when used with handle extended and 5x to 10x when used flat on a table.

Ruby XL HD
Portable, handheld video magnifier with a 5-megapixel, auto-focus camera and a full color, 5" tiltable LCD screen with continuous zoom from 2x to 14x.

SceneEye-500
Portable near/far desktop camera specifically designed for use with touch screen tablets. Suitable for distance tasks such as viewing a whiteboard or presentations and near viewing tasks like reading, hobbies, crafts or games. Freeze, save and retrieve images capabilities. Continuous zoom magnification to 50x or more with contrast enhancement. Connects to any Windows (7, 8, 10) laptop or tablet. Includes cables, SceneEye software, large print user manual and carrying case.

Select
Desktop video magnifier with a fully adjustable auto-focus camera and monitor with a magnification range of 2x to 65x. Offers true color, enhanced black on white and reverse white on black contrast viewing. Controls at the bottom of the monitor allow for easy operation. The monitor is connected to an adjustable arm which may be positioned above, level with, or to the left or right of the x-y table. The table organizer in the x-y table provides a small storage space for pens and papers. Optional Effects Package includes color combination options, window shading and line markers.

SelectUltra
Desktop auto-focus video magnifier with a magnification range of 2x to 65x with an adjustable camera and 17" or 19" flat panel monitor with black and white, color, and reverse white on black viewing for seeing near, intermediate and distant objects. The table organizer in the x-y table provides a small storage space for pens and papers. Optional Effects Package includes color combination options, window shading, and line markers.

Smartlux Digital
Portable video magnifier with a 5" LCD TFT display, 5x, 7x, 9x, or 12x magnification and 5 different viewing modes: full color, black on white, white on black, black on yellow, and yellow on black.

Smartview 360
Desktop video magnifier magnifies with a 19" LCD monitor and 3 viewing modes: desktop (2.6x to 57x magnification), distance (0.6x to 27x magnification) and self view (1x to 4x magnification).

SmartView Synergy PI 23
Desktop video magnifier with 23" LCD monitor and magnification range of 3.7x to 75x. Offers a variety of viewing options: color mode, 16 user-selectable enhanced contrast modes, and positive and negative combinations.

Snow 4.3
Lightweight handheld video magnifier with a large 4.3" widescreen LCD display and large tactile controls. Provides magnification from 2x to 16x, 10 contrast modes, as well as the ability to freeze an image for a closer look.

Snow 7
Lightweight handheld video magnifier with a 7" display with 12 different modes: full color, grey, black on white, white on black, blue on white, white on blue, black on yellow, yellow on black, blue on yellow, and yellow on blue. Provides 2.2x to 16x magnification.

Synergy SI 22"
Desktop video magnifier with 22" LCD monitor and magnification range of 3x to 75x. Offers a variety of viewing options: color mode, 16 user-selectable enhanced contrast modes, and positive and negative combinations.

The Prisma
Portable, foldable, lightweight video magnifier with magnification levels of up to 34x on a 32" screen that can be connected to a conventional television monitor of any size. Comes with a carrying case.

The Traveller
Portable auto-focus video magnifier with a magnification range of 4x to 16x magnification, a 6.4" tilt screen, and full color or black and white viewing modes.

The View
Completely collapsible and portable tabletop video magnification system with x-y table with a rotating camera for seeing near, intermediate, and far distances with an ultrathin LED backlit monitors with 1680 x 1050 resolution with both color, black and white viewing modes. Optional battery pack available. Optional Effects Package includes color combination options, window shading and line markers.

TOPAZ Desktop Video Magnifiers
Desktop, auto-focus video magnifier with magnification levels of up to 77x (on a 24" monitor) with extra-wide x-y table for viewing large documents, and other items. Comes with a choice of monitors: 20", 22", 24". Can become computer compatible with the addition of the TOPAZ Connectivity Kit (optional with additional charge).

TOPAZ XL HD
High-definition desktop video magnifier that offers magnification up to 67x, 8.25" of workspace under the camera, and 30 high-contrast text color modes plus true color and enhanced full color. Also offers the lowest magnification (1.5x) and widest field of view of any desktop video magnifier. May be enhanced with OCR capabilities and PC connectivity when GEM and OpenBook Scanning and Reading Software are installed.

Topolino Smart
Portable video magnifier that can be used in conjunction with a laptop/PC through a USB port or be connected directly to a monitor via the VGA port. Has a magnification range of approximately 1.7x-86x, depending on the monitor. Comes with a rechargeable lithium-ion battery. Primarily designed for use by students for reading and distance viewing. Latest settings are always saved automatically. Video recording is also an option and can be selected during installation.

TVi Color
Video magnifier that consists of a control box and a small television camera in an ergonomic, handheld mouse. The camera incorporates a zoom lens that allows the level of magnification to be altered without refocusing. The magnified image is displayed on a standard television in high-contrast black-on-white or white-on-black for text, or in full-color photo mode for photographs. Mouse rollers can be used to facilitate easy scanning of text, allowing difficult-to-read items such as medicine bottles or cooking instructions on food containers to be magnified easily. An overview mode can be used for orientation or for tasks, such as looking at one's own face. All functions can be controlled from the mouse. Optional handwriting stand available. Offers a magnification range of 18x on a 14" screen and 13x-26x on a 21" screen.

VEO HD CCTV
Video magnifier with full high-definition camera that can magnify text, pictures or objects from 1x to 100x. LVHD-technology guarantees high-contrast and flicker-free pictures in full HD+ quality and the unique N.E.L.E technology (Natural-Evolutional-Light-Experience) minimizes reflections and shadows. The high-tech LED flat screen monitor is available in three different sizes. Two different operating boards (one button or three buttons) assure easy operation. The freely movable x-y table, with friction brake in both directions, vertically and horizontally, allows for easy positioning of texts, pictures or objects.

Versa
Easy-to-use electronic handheld video magnifier that can magnify images up to 15x. Features include simple-to-use buttons, a large 4.3". wide screen color LCD display, five high-contrast viewing modes, and television connectivity for increased magnification.

VideoEye Millennium
Versatile and flexible video magnifier with a magnification power that adjusts to two distinct control settings--normal (25X) and high power (50X) on a 27" screen. The patented extendable arm design floats easily over the entire work surface and can be easily extended over a user's lap. The full-time auto-focus system continually renders a sharp image as the viewing head is moved to different positions.

VideoEye Millennium II
Versatile and flexible video magnifier with a magnification power that adjusts to 3 distinct control settings-to 100x, 50x, 25x on a 27" screen. The patented extendable arm design floats easily over the entire work surface and can be easily extended over a user's lap. The full-time auto-focus system continually renders a sharp image as the viewing head is moved to different positions.

VideoEye PowerZoom
Conventional non-HD VideoEye models with a 32" flat LCD screen. Magnifies from 2x to more than 100x power. Features control buttons that adjust precise magnification to raise or lower magnification power. Controls on the front also feature reverse image, focus lock, and black & white/color.

VideoEye Standard
User-friendly and flexible video magnifier with a full-time auto-focus magnifier that continually renders a sharp image as the viewing head is moved to different positions. The patented extendable arm design floats easily over the entire work surface and can be easily extended over a user's lap.

VisioBook S
Portable, foldable, video magnifier with a 12.5", 16:9 wide screen monitor that can be folded to about the size of a laptop computer when not in use. Uses a high-definition camera to magnify documents (correspondence, newspapers, magazines, etc.) and photos from 1.8x to 30x magnification. With auto-focus, can be used with curved materials such as a pill bottle. Includes built-in batteries.

Zoom-Twix
Portable, laptop-compatible scanner/reader, magnifier and flexible video magnifier with for near, distance, and self-viewing. Offers four tools in one: auto-focus flexible video magnifier camera for distance and close viewing (Zoom-Frog); instant reader with its OCR software; smart magnifier that eliminates the need for an x-y table; and fast scanner (20 pages per minute).

ZoomEx
Portable scanner/reader that connects to a laptop computer and converts any printed text into multiple accessible formats such as speech, large print, MP3 or txt files. Provides text in any color combination, such as reverse color, etc., and can scan 20 pages per minute.

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A video magnifier, or closed-circuit television (CCTV) system, uses a stand-mounted or handheld video camera to project a magnified image onto a video monitor, a television (TV) screen, or a computer monitor. Cameras with zoom lenses provide variable magnification.

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Modified keyboards can feature large print letters, bright color keys, and can even contain a braille-type device. Keyboard shortcuts can be created to make typing easier. Keyboards on some tablets and smart phones can be color modified to make them easier to see.

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Wayfinding devices and apps are a way for students to navigate safely through the school.  Wayfinding technology uses GPS and includes devices that are placed around the building which create a sort of map for students.  The device or app speaks to students, telling them when to turn.  It can even be used to indicate the location of items such as water fountains or lockers.

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Hands-Free Devices such as the glasses discussed in this video can have several amazing features.  These glasses communicate to the user what's in front of them. They can read text, describe the rooms and items inside the room, and can even recognize faces.

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Visually impaired can ‘see’ with this assistive technology

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Assistive Technology / Social-Emotional Behavioral Tools. (n.d.). https://www.ssdmo.org/Page/892

Henley, M., & Long, N. J. (2003). Helping Students with Emotional Problems Succeed. Classroom Leadership Online, 7(3).

Samuels, C. A. (2018, March 27). Students With Emotional Disabilities: Facts About This Vulnerable Population. Education Week. https://www.edweek.org/leadership/students-with-emotional-disabilities-facts-about-this-vulnerable-population/2018/03#:~:text=Students%20with%20emotional%20disturbances%20are,having%20an%20emotional%20disturbance%20nationally.

Sec. 300.8 (c) (4) - Individuals with Disabilities Education Act. (2017, May 2). Individuals With Disabilities Education Act. https://sites.ed.gov/idea/regs/b/a/300.8/c/4

Your Special Education Rights. (2013, September 1). The IDEA’s Special Education Categories: Emotional Disturbance [Video]. YouTube. https://www.youtube.com/watch?v=KcxPQ3AYpqo

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Strategies & Accommodations for the Classroom

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Strategies & Accommodations for the Classroom

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There are three major struggles that deaf students may face in the general education setting. These solutions help teachers to meet students where they are so they can better access the curriculum.

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An FM System includes a microphone that is placed on the teacher which transmits his/her voice directly to the students ear. It can connect to directly to the students hearing aid or cochlear implant if they have one. This removes any distractions that may prevent the student from hearing the teacher.

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Assistive Technology: Closed Captioning 

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Assistive Technology: Closed Captioning 

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Closed Captioning provide the student with printed words that supplemental spoken language, usually used when presented with a video. These captions allow students to read along while watching the video. It can also be used during video calls for virtual classes as a live-captioning for the student.

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Technology is developing in such a way that makes life more functional for students who have deafness. Speech-to-Text devices take audible speech and transcribe them into text, which makes communication possible as it becomes visual rather than auditory. Devices are now compact and personalized - some being right on an app - which allows the student to have access to this resource at any given time.

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Google Launched A Live Transcription App To Help Deaf People

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Other Accommodations: Setting Up Classroom for Lip Reading

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Other Accommodations: Setting Up Classroom for Lip Reading

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Teachers can adjust the way they teach as well as their classroom in order to help those who are deaf and read lips. Skills such as forming words clearer and slowing down speech can assist students who are lip readers. Click the link above to view an impactful video on what it is like to read lips.

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Watch: What It’s Like to Read Lips | Short Film Showcase

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Signs and Symptoms of Developmental Delay

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Signs and Symptoms of Developmental Delay

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There are many different signs and symptoms of delay that can exist in children varying depending on specific characteristics. Some of the most common symptoms are:
learning and developing more slowly than other children the same age, rolling over, sitting up, crawling, or walking much later than developmentally appropriate, difficulty communicating or socializing with others, difficulties talking or talking late, having problems remembering, inability to connect actions with consequences, difficulty problem-solving or logical thinking, trouble learning in school, inability to do everyday tasks.

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There is no one cause for delays in development. There are factors that occur before birth, during birth and after birth that contribute to the cause of delays which may include:
hereditary conditions, metabolic disorders (phenylketonuria PKU), trauma to the brain (shaken baby syndrome, severe psychosocial trauma ( post-traumatic stress disorder), exposure to certain toxic substances, serious infections, deprivation of food environment.

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Although there is no cure for developmental delay, therapies directed to specific areas of delay are effective in helping children catch up to their peers. The therapies may include:
physical therapy, occupational therapy, speech and language behavioral therapy therapy, early childhood special education.

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Assistive technology is a term used for assistive, adaptive, and rehabilitative devices for people with disabilities and the elderly.

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Some common assistive devices are: timers, reading guides, seat cushions, FM listening systems, calculators, graphic organizers.

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Other Accommodations for Developmental Delay

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Other Accommodations for Developmental Delay

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Simplify and repeat directions as needed.
Add visual supports and cues
Sequence learning tasks from simple to complex.
Give repeated opportunities to practice skills.
Provide immediate, positive, descriptive feedback.

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Accommodations and Modifications for Students with Disabilities

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Assistive Technology for Deaf/Hard of Hearing Children Erin Turner. (n.d.). [Video]. Assistive Technology. https://assistedtechnology.weebly.com/assistive-technology-for-deafhard-of-hearing-children-erin-turner.html#:~:text=Assistive%20Technology%20Devices&text=FM%20System%2D%20FM%20systems%20send,%2C%20or%20a%20headset%2F%20earbuds.

Disability Categories. (n.d.). Fairfax County Public Schools. https://www.fcps.edu/academics/academic-overview/special-education-instruction/procedural-support-disability-categories

Holly Bennett, University of Melbourne & Sharon KlieveMaster of Learning Interventions (Hearing Impairment) Coordinator, Melbourne Graduate School of Education, University of Melbourne. (2023, March 27). Specialised skills key to helping deaf students thrive. Pursuit. https://pursuit.unimelb.edu.au/articles/specialised-skills-key-to-helping-deaf-students-thrive

Mashable. (2019, February 8). Google Launched A Live Transcription App To Help Deaf People [Video]. YouTube. https://www.youtube.com/watch?v=PWUphO5KMBk

National Geographic. (2016, February 22). Watch: What It’s Like to Read Lips | Short Film Showcase [Video]. YouTube. https://www.youtube.com/watch?v=n1jLkYyODsc

Staake, J. (2021, June 16). How to Help Students Who are Deaf/Hard of Hearing Succeed in School. We Are Teachers. https://www.weareteachers.com/children-deaf-hard-of-hearing/

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Lewis, V. (2022, December 8). A to Z of assistive technology for low vision. Perkins School for the Blind. Retrieved March 31, 2023, from https://www.perkins.org/resource/z-assistive-technology-low-vision/

Unknown, U. (2022). Libguides: Blind/Visual Impairment: Common Assistive Technologies. Common Assistive Technologies - Blind/Visual Impairment - LibGuides at University of Illinois at Urbana-Champaign. Retrieved March 31, 2023, from https://guides.library.illinois.edu/c.php?g=526852&p=3602299

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Accommodations and Modifications for Students with Disabilities
https://youtu.be/O0xdaCEqrU0

Assistive Technology Industry Association
https://www.atia.org

SSMI Health Cardinal Glennon Children's Hospital
https://www.ssmhealth.com/cardinal-glennon/conditions-treatments/developmental-pediatrics/developmental-delay

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We can determine a student's intellectual function by administering an IQ test. If a student has an IQ as low as 70 or as high as 75, they may have an intellectual disability. Standardized tests can also help us to identify limitations in adaptive behavior.

Adaptive Behaviors: learned behaviors that reflect a person's social and practical competence to meet the demands of everyday living.

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How can we support students with intellectual disabilities?

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How can we support students with intellectual disabilities?

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Students who struggle with an intellectual disability can benefit largely from a teacher's individual attention. A teacher may need to sit with the student to deliver direct instruction, with the lesson broken down into smaller, more digestible steps. The teacher will then provide regular, quality feedback to the student so that they can feel confident about their progress through the assignment.

Teachers may also try using a multi-sensory approach to their instruction with the student, which involves supporting their lessons with diagrams, models, and visual aids.

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“Intellectual Disability.” YouTube, YouTube, 27 Sept. 2017, https://www.youtube.com/watch?v=jyuIiUXBpP8.

“Successful Strategies for Teaching Students with Learning Disabilities.” Learning Disabilities Association of America, https://ldaamerica.org/info/successful-strategies-for-teaching-students-with-learning-disabilities/.

“Disability Categories.” Fairfax County Public Schools, https://www.fcps.edu/academics/academic-overview/special-education-instruction/procedural-support-disability-categories.

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Acute or Chronic health problems that may adversely affect a child’s educational performance:

Asthma

Attention Deficit Disorder or Attention Deficit Hyperactivity Disorder

Diabetes

Epilepsy

A Heart Condition

Hemophilia

Lead Poisoning

Leukemia

Nephritis

Rheumatic fever

Sickle Cell Anemia

Tourette syndrome

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Assistive Technology for Other Health Impairments: ADHD

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Assistive Technology for Other Health Impairments: ADHD

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Scanning Pens are a tool used with students who have ADHD. The pen scans text optically and translates it to audio through an earpiece that connects directly to the student's ear. The pen can read words, sentences and even define words for the student.

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Classroom Accommodations for Students with a Hearing Impairment

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Classroom Accommodations for Students with a Hearing Impairment

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Teachers and schools can help students with a hearing impairment by incorporating some or several of the following strategies in the classroom:

regular sessions with a  speech, language, and hearing pathologist;

use of amplification systems;

utilizing interpretation, such as ASL, transliteration, or tactile interpretation;

use of speech-to-text services;

assistive listening systems;

ensuring films/videos include captions;

use of a note taker;

providing test accommodations;

be mindful of the student's seat in the class to ease in hearing and/or lip reading

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Assistive Technology for Other Health Impairments: ADHD

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Assistive Technology for Other Health Impairments: ADHD

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Fidget toys are small objects that students can use and manipulate with their hands. These devices are often used to help students self-regulate. Research shows that they help people with ADHD improve their ability to focus. They help to regulate the students' desire to move around and "fidget" by assisting them to deal with feelings of boredom, anxiety, and excitement.

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Assistive Technology for Other Health Impairments: Asthma

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Assistive Technology for Other Health Impairments: Asthma

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Air purifiers assists teachers and school staff in keeping the air clean and thus, makes it easier to breath by removing larger pollutants and allowing the clean air to flow through their filters.

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Many learning strategies can assist in teaching students with other health impairments between the way the classroom is arranged, the organization of a lesson, as well as the tools used during the lesson.

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There are several types of assistive technologies to help people with disabilities.

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WHO and UNICEF partner to bring quality assistive devices to people living with disabilities

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Understanding Hearing Impairment per IDEA and Student Eligibility for Services in School

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Understanding Hearing Impairment per IDEA and Student Eligibility for Services in School

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This discussion provides an overview for hearing impairment per the Individual with Disabilities Act (IDEA)'s definition, as well as the connection between a student's eligibility per this definition and receiving services, such as speech and language services.

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The IDEA's Special Education Categories: Hearing Impaired

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Allergy and Asthma Care. (2020, June 10). Top 5 Technologies to Help Manage Asthma & Allergies - Allergy & Asthma Care LTD. Allergy & Asthma Care LTD. https://www.metroeastallergist.com/top-5-technologies-to-help-manage-asthma-allergies/

Cherry, K. (2022, June 28). Do Fidget Toys for ADHD Work? Verywell Mind. https://www.verywellmind.com/do-fidget-toys-for-adhd-work-5443071

Health Impairments - Project IDEAL. (n.d.). Project IDEAL. http://www.projectidealonline.org/v/health-impairments/

Sec. 300.8 (c) (9) - Individuals with Disabilities Education Act. (2017, May 2). Individuals With Disabilities Education Act. https://sites.ed.gov/idea/regs/b/a/300.8/c/9

W. (n.d.). Other Health Impairment – Simply_IDEA. Simply_IDEA. https://simplyideadotorg.wordpress.com/category/other-health-impairment/

World Health Organization (WHO). (2021, March 4). WHO and UNICEF partner to bring quality assistive devices to people living with disabilities [Video]. YouTube. https://www.youtube.com/watch?v=NHNV0jpC8sY

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Comprehensive Overview of Hearing Impairments. (n.d.). National Association of Special Education Teachers. Retrieved on April 2, 2023 from https://www.naset.org/professional-resources/exceptional-students-and-disability-information/hearing-impairments/comprehensive-overview-of-hearing-impairments.

Accommodations 101. (n.d.). National Deaf Center. Retrieved on April 2, 2023 from https://nationaldeafcenter.org/resource-items/accommodations-101/.

Disability Categories. (n.d.). Fairfax County Public Schools. Retrieved on April 1, 2023 from https://www.fcps.edu/academics/academic-overview/special-education-instruction/procedural-support-disability-categories.

Your Special Education Rights. (2013, September 1). The IDEA's Special Education Categories: Hearing Impaired. [Video]. YouTube. https://www.youtube.com/watch?v=MAaLY8XFdf0