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Strategies for teaching students with autism

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Strategies for teaching students with autism

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The strategies that can be used to assist students with autism can benefits all students. Like the video explains, simply having a sensory room for autistic students to decompress and relax, can ready them for a day of learning. Some strategies like having a graphic organizer, using a calculator, providing useful feedback, allowing the use of a fidget toy, and having a reward system for good behavior and good work will tremendously impact any student and is what is necessary to teach students with autism. The classroom environment can bring many stresses, loud noises or bright lights, so having a welcoming and comforting classroom can help with this. The use of headphones can help with overstimulation during class time.

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Autism spectrum disorder is a brain related, developmental condition that impacts how a person sees, interacts and socializes with others. It can cause difficulties in social interaction and especially in communication with others who are neurotypical. The spectrum also includes limited and repetitive behavioral patterns. The term "spectrum" in autism spectrum disorder refers to the wide range of symptoms and severity, many can overlap and be difficult to diagnose.

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This video demonstrates an inclusive and safe learning environment for students with Austism.

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A Safe Space Helps Students With Autism Focus and Learn

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https://www.mayoclinic.org/diseases-conditions/autism-spectrum-disorder/symptoms-causes/syc-20352928

Prout, Todd. “4 Teaching Strategies for Students with Autism.”
National University, 21 Sept. 2021, https://www.nu.edu/resources/4-teaching-strategies-for-students-with-autism/.

Rudy, Lisa Jo. “Overview of Assistive Technology for Autism.” Verywell Health, Verywell Health, 8 Feb. 2021, https://www.verywellhealth.com/assistive-technology-for-autism-5076159#:~:text=Examples%20include%20battery%2Doperated%20sensory,in%20children%20on%20the%20spectrum.

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Overview

Autism spectrum disorder is a condition related to brain development that impacts how a person perceives and socializes with others, causing problems in social interaction and communication. The disorder also includes limited and repetitive patterns of behavior. The term "spectrum" in autism spectrum disorder refers to the wide range of symptoms and severity.

Autism spectrum disorder includes conditions that were previously considered separate - autism, Asperger's syndrome, childhood disintegrative disorder and an unspecified form of pervasive developmental disorder. Some people still use the term "Asperger's syndrome," which is generally thought to be at the mild end of autism spectrum disorder.

Autism spectrum disorder begins in early childhood and eventually causes problems functioning in society - socially, in school and at work, for example. Often children show symptoms of autism within the first year. A small number of children appear to develop normally in the first year, and then go through a period of regression between 18 and 24 months of age when they develop autism symptoms.

While there is no cure for autism spectrum disorder, intensive, early treatment can make a big difference in the lives of many children.

Symptoms

Some children show signs of autism spectrum disorder in early infancy, such as reduced eye contact, lack of response to their name or indifference to caregivers. Other children may develop normally for the first few months or years of life, but then suddenly become withdrawn or aggressive or lose language skills they've already acquired. Signs usually are seen by age 2 years.

Each child with autism spectrum disorder is likely to have a unique pattern of behavior and level of severity - from low functioning to high functioning.

Some children with autism spectrum disorder have difficulty learning, and some have signs of lower than normal intelligence. Other children with the disorder have normal to high intelligence - they learn quickly, yet have trouble communicating and applying what they know in everyday life and adjusting to social situations.

Because of the unique mixture of symptoms in each child, severity can sometimes be difficult to determine. It's generally based on the level of impairments and how they impact the ability to function.

Below are some common signs shown by people who have autism spectrum disorder.

Social communication and interaction

A child or adult with autism spectrum disorder may have problems with social interaction and communication skills, including any of these signs:

Fails to respond to his or her name or appears not to hear you at times

Resists cuddling and holding, and seems to prefer playing alone, retreating into his or her own world

Has poor eye contact and lacks facial expression

Doesn't speak or has delayed speech, or loses previous ability to say words or sentences

Can't start a conversation or keep one going, or only starts one to make requests or label items

Speaks with an abnormal tone or rhythm and may use a singsong voice or robot-like speech

Repeats words or phrases verbatim, but doesn't understand how to use them

Doesn't appear to understand simple questions or directions

Doesn't express emotions or feelings and appears unaware of others' feelings

Doesn't point at or bring objects to share interest

Inappropriately approaches a social interaction by being passive, aggressive or disruptive

Has difficulty recognizing nonverbal cues, such as interpreting other people's facial expressions, body postures or tone of voice

Patterns of behavior

A child or adult with autism spectrum disorder may have limited, repetitive patterns of behavior, interests or activities, including any of these signs:

Performs repetitive movements, such as rocking, spinning or hand flapping

Performs activities that could cause self-harm, such as biting or head-banging

Develops specific routines or rituals and becomes disturbed at the slightest change

Has problems with coordination or has odd movement patterns, such as clumsiness or walking on toes, and has odd, stiff or exaggerated body language

Is fascinated by details of an object, such as the spinning wheels of a toy car, but doesn't understand the overall purpose or function of the object

Is unusually sensitive to light, sound or touch, yet may be indifferent to pain or temperature

Doesn't engage in imitative or make-believe play

Fixates on an object or activity with abnormal intensity or focus

Has specific food preferences, such as eating only a few foods, or refusing foods with a certain texture

As they mature, some children with autism spectrum disorder become more engaged with others and show fewer disturbances in behavior. Some, usually those with the least severe problems, eventually may lead normal or near-normal lives. Others, however, continue to have difficulty with language or social skills, and the teen years can bring worse behavioral and emotional problems.

When to see a doctor

Babies develop at their own pace, and many don't follow exact timelines found in some parenting books. But children with autism spectrum disorder usually show some signs of delayed development before age 2 years.

If you're concerned about your child's development or you suspect that your child may have autism spectrum disorder, discuss your concerns with your doctor. The symptoms associated with the disorder can also be linked with other developmental disorders.

Signs of autism spectrum disorder often appear early in development when there are obvious delays in language skills and social interactions. Your doctor may recommend developmental tests to identify if your child has delays in cognitive, language and social skills, if your child:

Doesn't respond with a smile or happy expression by 6 months

Doesn't mimic sounds or facial expressions by 9 months

Doesn't babble or coo by 12 months

Doesn't gesture - such as point or wave - by 14 months

Doesn't say single words by 16 months

Doesn't play "make-believe" or pretend by 18 months

Doesn't say two-word phrases by 24 months

Loses language skills or social skills at any age

Causes

Autism spectrum disorder has no single known cause. Given the complexity of the disorder, and the fact that symptoms and severity vary, there are probably many causes. Both genetics and environment may play a role.

Genetics. Several different genes appear to be involved in autism spectrum disorder. For some children, autism spectrum disorder can be associated with a genetic disorder, such as Rett syndrome or fragile X syndrome. For other children, genetic changes (mutations) may increase the risk of autism spectrum disorder. Still other genes may affect brain development or the way that brain cells communicate, or they may determine the severity of symptoms. Some genetic mutations seem to be inherited, while others occur spontaneously.

Environmental factors. Researchers are currently exploring whether factors such as viral infections, medications or complications during pregnancy, or air pollutants play a role in triggering autism spectrum disorder.

No link between vaccines and autism spectrum disorder

One of the greatest controversies in autism spectrum disorder centers on whether a link exists between the disorder and childhood vaccines. Despite extensive research, no reliable study has shown a link between autism spectrum disorder and any vaccines. In fact, the original study that ignited the debate years ago has been retracted due to poor design and questionable research methods.

Avoiding childhood vaccinations can place your child and others in danger of catching and spreading serious diseases, including whooping cough (pertussis), measles or mumps.

Risk factors

The number of children diagnosed with autism spectrum disorder is rising. It's not clear whether this is due to better detection and reporting or a real increase in the number of cases, or both.

Autism spectrum disorder affects children of all races and nationalities, but certain factors increase a child's risk. These may include:

Your child's sex. Boys are about four times more likely to develop autism spectrum disorder than girls are.

Family history. Families who have one child with autism spectrum disorder have an increased risk of having another child with the disorder. It's also not uncommon for parents or relatives of a child with autism spectrum disorder to have minor problems with social or communication skills themselves or to engage in certain behaviors typical of the disorder.

Other disorders. Children with certain medical conditions have a higher than normal risk of autism spectrum disorder or autism-like symptoms. Examples include fragile X syndrome, an inherited disorder that causes intellectual problems; tuberous sclerosis, a condition in which benign tumors develop in the brain; and Rett syndrome, a genetic condition occurring almost exclusively in girls, which causes slowing of head growth, intellectual disability and loss of purposeful hand use.

Extremely preterm babies. Babies born before 26 weeks of gestation may have a greater risk of autism spectrum disorder.

Parents' ages. There may be a connection between children born to older parents and autism spectrum disorder, but more research is necessary to establish this link.

Complications

Problems with social interactions, communication and behavior can lead to:

Problems in school and with successful learning

Employment problems

Inability to live independently

Social isolation

Stress within the family

Victimization and being bullied

Prevention

There's no way to prevent autism spectrum disorder, but there are treatment options. Early diagnosis and intervention is most helpful and can improve behavior, skills and language development. However, intervention is helpful at any age. Though children usually don't outgrow autism spectrum disorder symptoms, they may learn to function well.

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Autism spectrum disorder - Symptoms and causes

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Autism spectrum disorder is a serious condition related to brain development that impairs the ability to communicate and interact with others.

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A lot of technology for assisting students with autism doesn't require technology at all, the video added explains that a room full of sensory objects can assist the student in being calm, and ready for learning. However, there are some pieces of technology that can assist in the classroom can be as simple as headphones, a calculator and audiobooks rather than a hardcopy. For more advanced tech, there can be the usage of a text to speech app if the student is nonverbal or prefers to not speak in front of a classroom. A lot of students with autism can utilize learning social cues or skills through games, or reviewing posters with facial expressions of emotions.

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https://www.mayoclinic.org/diseases-conditions/autism-spectrum-disorder/symptoms-causes/syc-20352928

Prout, Todd. “4 Teaching Strategies for Students with Autism.”
National University, 21 Sept. 2021, https://www.nu.edu/resources/4-teaching-strategies-for-students-with-autism/.

Person. “The Sensory Room: Helping Students with Autism Focus and Learn.” Edutopia, George Lucas Educational Foundation, 3 May 2017, https://www.edutopia.org/video/sensory-room-helping-students-autism-focus-and-learn.

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Overview

Autism spectrum disorder is a condition related to brain development that impacts how a person perceives and socializes with others, causing problems in social interaction and communication. The disorder also includes limited and repetitive patterns of behavior. The term "spectrum" in autism spectrum disorder refers to the wide range of symptoms and severity.

Autism spectrum disorder includes conditions that were previously considered separate - autism, Asperger's syndrome, childhood disintegrative disorder and an unspecified form of pervasive developmental disorder. Some people still use the term "Asperger's syndrome," which is generally thought to be at the mild end of autism spectrum disorder.

Autism spectrum disorder begins in early childhood and eventually causes problems functioning in society - socially, in school and at work, for example. Often children show symptoms of autism within the first year. A small number of children appear to develop normally in the first year, and then go through a period of regression between 18 and 24 months of age when they develop autism symptoms.

While there is no cure for autism spectrum disorder, intensive, early treatment can make a big difference in the lives of many children.

Symptoms

Some children show signs of autism spectrum disorder in early infancy, such as reduced eye contact, lack of response to their name or indifference to caregivers. Other children may develop normally for the first few months or years of life, but then suddenly become withdrawn or aggressive or lose language skills they've already acquired. Signs usually are seen by age 2 years.

Each child with autism spectrum disorder is likely to have a unique pattern of behavior and level of severity - from low functioning to high functioning.

Some children with autism spectrum disorder have difficulty learning, and some have signs of lower than normal intelligence. Other children with the disorder have normal to high intelligence - they learn quickly, yet have trouble communicating and applying what they know in everyday life and adjusting to social situations.

Because of the unique mixture of symptoms in each child, severity can sometimes be difficult to determine. It's generally based on the level of impairments and how they impact the ability to function.

Below are some common signs shown by people who have autism spectrum disorder.

Social communication and interaction

A child or adult with autism spectrum disorder may have problems with social interaction and communication skills, including any of these signs:

Fails to respond to his or her name or appears not to hear you at times

Resists cuddling and holding, and seems to prefer playing alone, retreating into his or her own world

Has poor eye contact and lacks facial expression

Doesn't speak or has delayed speech, or loses previous ability to say words or sentences

Can't start a conversation or keep one going, or only starts one to make requests or label items

Speaks with an abnormal tone or rhythm and may use a singsong voice or robot-like speech

Repeats words or phrases verbatim, but doesn't understand how to use them

Doesn't appear to understand simple questions or directions

Doesn't express emotions or feelings and appears unaware of others' feelings

Doesn't point at or bring objects to share interest

Inappropriately approaches a social interaction by being passive, aggressive or disruptive

Has difficulty recognizing nonverbal cues, such as interpreting other people's facial expressions, body postures or tone of voice

Patterns of behavior

A child or adult with autism spectrum disorder may have limited, repetitive patterns of behavior, interests or activities, including any of these signs:

Performs repetitive movements, such as rocking, spinning or hand flapping

Performs activities that could cause self-harm, such as biting or head-banging

Develops specific routines or rituals and becomes disturbed at the slightest change

Has problems with coordination or has odd movement patterns, such as clumsiness or walking on toes, and has odd, stiff or exaggerated body language

Is fascinated by details of an object, such as the spinning wheels of a toy car, but doesn't understand the overall purpose or function of the object

Is unusually sensitive to light, sound or touch, yet may be indifferent to pain or temperature

Doesn't engage in imitative or make-believe play

Fixates on an object or activity with abnormal intensity or focus

Has specific food preferences, such as eating only a few foods, or refusing foods with a certain texture

As they mature, some children with autism spectrum disorder become more engaged with others and show fewer disturbances in behavior. Some, usually those with the least severe problems, eventually may lead normal or near-normal lives. Others, however, continue to have difficulty with language or social skills, and the teen years can bring worse behavioral and emotional problems.

When to see a doctor

Babies develop at their own pace, and many don't follow exact timelines found in some parenting books. But children with autism spectrum disorder usually show some signs of delayed development before age 2 years.

If you're concerned about your child's development or you suspect that your child may have autism spectrum disorder, discuss your concerns with your doctor. The symptoms associated with the disorder can also be linked with other developmental disorders.

Signs of autism spectrum disorder often appear early in development when there are obvious delays in language skills and social interactions. Your doctor may recommend developmental tests to identify if your child has delays in cognitive, language and social skills, if your child:

Doesn't respond with a smile or happy expression by 6 months

Doesn't mimic sounds or facial expressions by 9 months

Doesn't babble or coo by 12 months

Doesn't gesture - such as point or wave - by 14 months

Doesn't say single words by 16 months

Doesn't play "make-believe" or pretend by 18 months

Doesn't say two-word phrases by 24 months

Loses language skills or social skills at any age

Causes

Autism spectrum disorder has no single known cause. Given the complexity of the disorder, and the fact that symptoms and severity vary, there are probably many causes. Both genetics and environment may play a role.

Genetics. Several different genes appear to be involved in autism spectrum disorder. For some children, autism spectrum disorder can be associated with a genetic disorder, such as Rett syndrome or fragile X syndrome. For other children, genetic changes (mutations) may increase the risk of autism spectrum disorder. Still other genes may affect brain development or the way that brain cells communicate, or they may determine the severity of symptoms. Some genetic mutations seem to be inherited, while others occur spontaneously.

Environmental factors. Researchers are currently exploring whether factors such as viral infections, medications or complications during pregnancy, or air pollutants play a role in triggering autism spectrum disorder.

No link between vaccines and autism spectrum disorder

One of the greatest controversies in autism spectrum disorder centers on whether a link exists between the disorder and childhood vaccines. Despite extensive research, no reliable study has shown a link between autism spectrum disorder and any vaccines. In fact, the original study that ignited the debate years ago has been retracted due to poor design and questionable research methods.

Avoiding childhood vaccinations can place your child and others in danger of catching and spreading serious diseases, including whooping cough (pertussis), measles or mumps.

Risk factors

The number of children diagnosed with autism spectrum disorder is rising. It's not clear whether this is due to better detection and reporting or a real increase in the number of cases, or both.

Autism spectrum disorder affects children of all races and nationalities, but certain factors increase a child's risk. These may include:

Your child's sex. Boys are about four times more likely to develop autism spectrum disorder than girls are.

Family history. Families who have one child with autism spectrum disorder have an increased risk of having another child with the disorder. It's also not uncommon for parents or relatives of a child with autism spectrum disorder to have minor problems with social or communication skills themselves or to engage in certain behaviors typical of the disorder.

Other disorders. Children with certain medical conditions have a higher than normal risk of autism spectrum disorder or autism-like symptoms. Examples include fragile X syndrome, an inherited disorder that causes intellectual problems; tuberous sclerosis, a condition in which benign tumors develop in the brain; and Rett syndrome, a genetic condition occurring almost exclusively in girls, which causes slowing of head growth, intellectual disability and loss of purposeful hand use.

Extremely preterm babies. Babies born before 26 weeks of gestation may have a greater risk of autism spectrum disorder.

Parents' ages. There may be a connection between children born to older parents and autism spectrum disorder, but more research is necessary to establish this link.

Complications

Problems with social interactions, communication and behavior can lead to:

Problems in school and with successful learning

Employment problems

Inability to live independently

Social isolation

Stress within the family

Victimization and being bullied

Prevention

There's no way to prevent autism spectrum disorder, but there are treatment options. Early diagnosis and intervention is most helpful and can improve behavior, skills and language development. However, intervention is helpful at any age. Though children usually don't outgrow autism spectrum disorder symptoms, they may learn to function well.

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Autism spectrum disorder - Symptoms and causes

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Autism spectrum disorder is a serious condition related to brain development that impairs the ability to communicate and interact with others.

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The use of google pronunciation is something I use in my classroom. As many biology terms are latin, it is helpful to students to hear a pronunciation in class. I also break down words into easier pieces or by their syllables and have all students repeat after me, this not only helps with them remembering the term, but being able to say it correctly and recognize it when reading aloud.

The go talk device can be easily used in the classroom for a fun exercise for the whole class on communication and can assist a child in hearing the correct pronunciation of words repeatedly. It can be easily programmed by a teacher and used during the class or school day by any student.

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This video breaks down how students with speech or language impairment can be assisted in the classroom- from visual reminders of vocabulary to non-verbal demonstrations of not understanding a topic.

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Supporting Developmental Language Disorders in the Classroom

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Ward-Lonergan, J. M. (2010). Expository discourse intervention: Helping school-age children and adolescents with language disorders master the language of the curriculum. In M. A. Nippold & C. M. Scott (Eds.), Expository discourse in children, adolescents, and adults: Development and disorders (pp. 241–273). Psychology Press.

https://edis.ifas.ufl.edu/pdf/WC/WC26300.pdf

AttainmentCompany. “Why Gotalks?” YouTube, YouTube, 29 Mar. 2012, https://www.youtube.com/watch?v=NCvjsJFLG60&t=70s.

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Students with language and or speech impairments show measurable and significant difficulty when required to listen to others, be verbally communicative, read quietly or out loud, and write on par for their age, compared to students with normal language abilities. The Texas Council for Developmental Disabilities (2013) identified three types of speech impairment (articulation, voice and fluency disorders) and five language impairments (Morphological, phonological, pragmatic, syntactic and semantic disorders).

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Some strategies include having preferential seating, near the teacher, or near board, having the student take self initiated breaks, and having the teacher be a role model for active listening and communication with other classmates.

Speaking in the classroom:
If speech is difficult to understand a teacher can repeat back to the student what they said and look for non verbal cues that the student got their message across. If speaking in front of the class in formal ways like a presentation causes anxiety for the student, the teacher can allow a practice session before hand to reduce anxiety. The student also needs practice in speaking to adults and students they wouldn't normally be interacting with.
In group or lab work, pairing a student with an inclusive and helpful buddy to assist with pronunciation of words will allow the student to have a model in the class, as well as receive feedback for the assignment.

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Assistive technology helps people with various types of disabilities, enhancing their learning and creating success by strengthening their ability to overcome their disabilities.

Physical disability: Tables that can be adjusted, keyboards with large keys, virtual mice
Visual disability: large format screens, screen readers, braille printers, magnifying glasses.
Hearing disability: sign language interpreters, FM radio stations, hearing aids
Intellectual disability: Easy to read pages (with simple and clear language, so that they can be understood by everyone) or Apps based on intuitive pictograms

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Top 6 Assistive Technology For People With Disabilities

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Education according to the degree of disability promotes correct cognitive development as well as the absorption of knowledge. So students build information management skills and keep learning constantly. Some strategies that can be implemented in the classroom are:

1. Suitable study environment:
-Motivate movement during class
-Generate visual and auditory material
-Promote reading through research, use sensory material that activates smell, touch, sight and hearing.
-Plan different activities to be carried out at the same time, thus creating a system where the student rotates through different groups.
- Provide more time if necessary
-Organize activities with more breaks for students who find it difficult to work for a long period
2. Establish a strategy for each disability
- Analyze what the student's strengths are.
-Rely on her strengths to create modifications in the activities that, due to her disability, the student cannot carry out like the rest of the class.
-Motivate the student by highlighting her abilities.
- Make differentiated evaluations, giving different alternatives to express knowledge of it.
2.1 Learning disorders (dyslexia, dysgraphia, dysfacia, among others)
-Establish concrete learning
-Use tangible objects.
-Incorporate familiar objects for students (everyday).
- Make a differentiated evaluation (oral if necessary).
- Motivate the student to complete small tasks
2.2 Behavior disorders
- Give more time to respond (verbally and in writing).
- Divide activities into short steps.
- Model the instructions for an activity.
- Explain what is expected of the student clearly
- Remain calm in the face of inappropriate behavior.
- Reinforce positive behavior
2.3 Mental disability
-Plan according to the mental age of the student
- Create individual goals based on their abilities.
-Include the student in group activities, facilitating her participation with the necessary modifications.
-Carry out activities that involve tasks of daily living.
-Encourage socialization.
2.4 Physical-Motor Disability
-Integrate the student in any activity, giving him a specific role in cases where student cannot comply with what is required due to his disability (for example, being the soccer referee in a match).
-Motivate the student emphasizing her contribution in the different group activities.
-Use support materials (technology, thicker pencils or with
adapter, easy grip scissors, etc).

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-Castillo, G. (2021). Discapacidad Múltiple. Juntos transformaremos Yucatán.  http://www.educacion.yucatan.gob.mx/multimedia/publicaciones/220126_Tomo1_DiscapacidadMultiple.pdf
-Solines, A. (2020). Estrategias pedagógicas para atender necesidades educativas especiales. Ministerio de Educación- Ecuador. https://educacion.gob.ec/wp-content/uploads/downloads/2019/05/Guia-de-estrategias-pedagogicas-para-atender-necesidades-educativas-especiales-en-el-aula.pdf
-Stanberry,K. (2009).

Tecnología asistencial para niños con discapacidad de aprendizaje – Generalidades. https://www.greatschools.org/gk/articles/tecnologia-asistencial-para-ninos-con-discapacidad-de-aprendizaje-generalidades/?lang=es

-Gil, I. Fundacion Adecco. s/p. https://fundacionadecco.org/azimut/las-nuevas-tecnologias-al-servicio-de-la-discapacidad/

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A person with multiple disabilities is considered to be a person who presents two or more conditions of disability (physical, sensory, mental and intellectual disabilities) in varying degrees or combinations and therefore require the generation of educational methodologies, activities and processes related to their characteristics and abilities, so that they have access to knowledge and an autonomous life.

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Definition:
Tourette syndrome is a disorder in the nervous system where one make sudden movements or sounds (tics). One may repeat certain sounds or blurt out swear words. It's more commonly found in male than female. One may have little or no control over it and it gets worse when one is excited or nervous. Treatment is required if the tics affect individual's daily life.

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Strategies for Students with Tourette Syndrome

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Strategies for Students with Tourette Syndrome

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1. Remind yourself and other students that the affected student's behavior can not be controlled.

2. Reduce stress and anxiety as they can trigger tics to get worse in the classroom.

3. Use sufficient breaks or recess time for the affected students so they can cool down. (Students with Tourette Syndrome need movements and activities more often than other students)

4. Give limited contend and instruction so they can memorize and follow directions better.

5. Observe and learn what triggers the student's behavior (seating arrangements, loud noises, group discussions or others)

6. Instead of hand writing, allow them to use technology such as laptops, tablets, and others to write down notes for the classroom.

7. Discuss with parents or care-givers of the student with TS

8. See if the student shows symptoms of other disabilities such as Obsessive Compulsive Disorder (OCD) or Attention Deficit/Hyperactivity Disorder (ADHD).

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10 Things Teachers Can Do For Students
with Tourette Syndrome

It may surprise you to learn that you probably have taught a student with Tourette Syndrome (TS), and will likely again. Often teachers and school personnel, as well as physicians and families, miss the symptoms that are associated with TS. Studies estimate that 1 in 160 (0.6%) school-aged children in the United States have TS.

Remember, a child with TS is a person first...who happens to have TS. As an education professional, it is important to remain curious regarding how to teach and be supportive of a student with this complex neurodevelopmental disorder. While every student is unique, the following are general suggestions that may help a student who has TS or tics, to attain academic and social success.

1.Recognize that tics are involuntary movements and sounds that wax and wane and can change unpredictably. In many cases, students with TS will attempt to suppress their tics to avoid negative attention from others. While the tics may appear to be within the students' control and are being done purposefully, they are not.

2. Reduce Stress/Anxiety. Stress typically increases symptoms. Therefore, noting what factors increase stress and implementing appropriate accommodations or special education services will frequently reduce symptoms.

3. Identify the skills deficits that may contribute to increased stress/symptoms, as well as the strategies and supports to address the skills deficits.

4. Ignore the symptoms that can be ignored. This demonstrates acceptance and normalizes Tourette Syndrome and other related symptoms. Modeling acceptance can reduce both bullying and stress and may help the student with TS to focus his/her energy on academics rather than tic suppression.

5. Consider whether accommodations are needed for handwriting issues. Handwriting issues are among the most common difficulties for children with TS. Accommodations can include the use of a computer, tablet, a scribe, or having notes provided.

6. Be aware of co-occurring conditions, such as Obsessive Compulsive Disorder (OCD) or Attention Deficit/Hyperactivity Disorder (ADHD), which are very common for students with TS. The characteristics of these conditions are often more problematic and harder to manage than the tics themselves.

7. Be creative with interventions. Teaching life-long strategies and providing supports, accommodations, and modifications are typically more effective than relying on consequences.

8. Involve the student with TS in developing plans and strategies for managing symptoms that can be difficult or impossible to ignore.

9. Promote communication with parents or caregivers. Be sure to share the student's achievements and strengths, not just the weaknesses.

10. Use the Association's resources for assistance in developing supports and strategies.
To assist educators, The Tourette Association offers a variety of programs and materials designed to help with recognition and management of TS symptoms (tics) in the classroom and school environment.

The information presented in this material was supported by Grant/Cooperative Agreeent Number CDC-RFA-DD13-1302 from the U.S. Centers for Disease Control and Prevention (CDC). The contents are solely the responsibility of the authors and do not necessarily represent the official views of the CDC. The information is intended for the reference of and use by medical and allied professionals and educators. The material is displayed with the permission of the authors/publishers.

Lea este artículo en español

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10 Things Teachers Can Do For Students with Tourette Syndrome

# data[].attributes.attachment_link.description
It may surprise you to learn that you probably have taught a student with Tourette Syndrome (TS), and will likely again. Often teachers and school personnel, as well as physicians and families, miss the symptoms that are associated with TS. Studies estimate that 1 in 160 (0.6%) school-aged children in the United States have TS.

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1. Use recording devices for students with TS. They may have a hard time giving presentations or discuss in groups, and voice recording/ video presentation can help them express their idea with less stress.

2. Use Audio books or scanning pens to help students with TS read and understand the material.

3. Use computers or other writing devices that can help students with TS to take notes.

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What are assistive technologies?

The Technology Related Assistance to Individuals with Disabilities Act of 1988 described an assistive technology device as "any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve functional capabilities of individuals with disabilities."

Assistive technologies can be "high tech" and "low tech:" from canes and lever doorknobs to voice recognition software and augmentative communication devices (speech generating devices).

Recording Devices

Recording devices can be useful for people with Tourette Syndrome in situations such as classes or work. Some physical tics might make it difficult to take notes and keep up with teachers or presentations. A recording device can allow a person with Tourette Syndrome to go over recorded moments with less pressure and more control.

Many smartphones have recording capabilities, but often the sound recordings are not high quality. Other options include:

Writing Help

Word processors and speech-to-text devices can aid individuals with physical tics that make it hard to write or hold on to a writing device. Many computers will come with free word processing applications, like Microsoft's WordPad and Apple's Pages. Some examples of software and standalone devices include:

Reading Help

People with Tourette Syndrome might find it difficult to read if they have a physical tic that prevents them from holding reading material or if they have visual tics that make it hard to focus on text. Audiobooks, scanning pens, and text-to-speech software can aid individuals with reading materials online or in print. Some options include:

Audiobooks are a great way to experience books if you have reading difficulties. Narrators read text aloud and the files are often available on CD and MP3. Libraries often provide access to audiobooks, both in physical formats like CDs and MP3 files. Audible is a company that produces audiobooks and is a fee-based option if you do not want to wait for library audiobooks to be available.

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LibGuides: Tourette Syndrome: Common Assistive Technologies

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“Libguides: Tourette Syndrome: Common Assistive Technologies.” Common Assistive Technologies - Tourette Syndrome - LibGuides at University of Illinois at Urbana-Champaign, https://guides.library.illinois.edu/c.php?g=520752&p=3561163.

“Classroom Adjustments: Tourette Syndrome.” Classroom Adjustments: Tourette Syndrome - Nationally Consistent Collection of Data, https://www.nccd.edu.au/professional-learning/classroom-adjustments-tourette-syndrome.

“10 Things Teachers Can Do for Students with Tourette Syndrome.” Tourette Association of America, 5 Aug. 2021, https://tourette.org/10-things-teachers-can-students-tourette-syndrome/.

“Tourette Syndrome.” MedlinePlus, U.S. National Library of Medicine, https://medlineplus.gov/tourettesyndrome.html.

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Visual impairment hinders a person's ability to see objects/their surroundings clearly, therefore making it difficult for them to handle everyday tasks. Severity of visual impairment can vary from mild fuzziness to total blindness. 2/3 of visually impaired students have other disabilities such as intellectual disability, cerebral palsy, hearing loss, or epilepsy.

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Vision impairment means that a person's eyesight cannot be corrected to a "normal" level.

Vision impairment may be caused by a loss of visual acuity, where the eye does not see objects as clearly as usual. It may also be caused by a loss of visual field, where the eye cannot see as wide an area as usual without moving the eyes or turning the head.

There are different ways of describing how severe a person's vision loss is. The World Health Organization defines "low vision" as visual acuity between 20/70 and 20/400, with the best possible correction, or a visual field of 20 degrees or less. "Blindness" is defined as a visual acuity worse than 20/400, with the best possible correction, or a visual field of 10 degrees or less.

Someone with a visual acuity of 20/70 can see at 20 feet what someone with normal sight can see at 70 feet. Someone with a visual acuity of 20/400 can see at 20 feet what someone with normal sight can see at 400 feet. A normal visual field is about 160-170 degrees horizontally.

Vision impairment severity may be categorized differently for certain purposes. In the United States, for example, we use the term "legal blindness" to indicate that a person is eligible for certain education or federal programs. Legal blindness is defined as a visual acuity of 20/200 or worse, with the best possible correction, or a visual field of 20 degrees or less.

Visual acuity alone cannot indicate how much a person's life will be affected by vision loss. It is important to also assess how well a person uses the vision they have. Two people may have the same visual acuity, but one may be able to use his or her vision better to do everyday tasks.

Most people who are "blind" have at least some usable vision that can help them move around in their environment and do things in their daily lives. A person's functional vision can be evaluated by observing them in different settings to see how they use their vision.

A functional vision evaluation can answer questions such as these:

Can the person scan a room to find someone or something?
What lighting is best for the person to do different tasks?
How does the person use his or her vision to move around in a room or outside?

Vision Impairment in Children

Vision impairment changes how a child understands and functions in the world. Impaired vision can affect a child's cognitive, emotional, neurological, and physical development by possibly limiting the range of experiences and the kinds of information a child is exposed to.

Nearly two-thirds of children with vision impairment also have one or more other developmental disabilities, such as mental retardation, cerebral palsy, hearing loss, or epilepsy. Children with more severe vision impairment are more likely to have additional disabilities than are children with milder vision impairment.

References

Batshaw ML. Children with disabilities (4th edition). Baltimore, MD: Paul H. Brookes Publishing Co.; 1997.

Day S. Normal and abnormal visual development. In: Taylor D, editor. Paediatric ophthalmology (2nd edition). Malden, MA: Blackwell Science; 1997, p 13-28.

Holbrook MC (Editor). Children with visual impairments: a parents' guide. Bethesda, MD: Woodbine House; 1996.

Kaminer RK, McMahon E. Blindness and visual impairment. Pediatrics in Review 1995;16:77-8.

Puckett CD. The educational annotation of ICD-9-CM (4th edition). Reno, NV: Channel Publishing, Ltd., 2001, p. 641.??

Sonksen PM, Petrie A, Drew KJ. Promotion of visual development of severely visually impaired babies: evaluation of a developmentally based programme. Developmental Medicine and Child Neurology 1991;33:320-35. Date: October 29, 2004 ?Content source: National Center on Birth Defects and Developmental Disabilities

Courtesy of Centers for Disease Control and Prevention (CDC).

Vision impairment means that a person's eyesight cannot be corrected to a "normal" level.

Vision impairment may be caused by a loss of visual acuity, where the eye does not see objects as clearly as usual. It may also be caused by a loss of visual field, where the eye cannot see as wide an area as usual without moving the eyes or turning the head.

There are different ways of describing how severe a person's vision loss is. The World Health Organization defines "low vision" as visual acuity between 20/70 and 20/400, with the best possible correction, or a visual field of 20 degrees or less. "Blindness" is defined as a visual acuity worse than 20/400, with the best possible correction, or a visual field of 10 degrees or less.

Someone with a visual acuity of 20/70 can see at 20 feet what someone with normal sight can see at 70 feet. Someone with a visual acuity of 20/400 can see at 20 feet what someone with normal sight can see at 400 feet. A normal visual field is about 160-170 degrees horizontally.

Vision impairment severity may be categorized differently for certain purposes. In the United States, for example, we use the term "legal blindness" to indicate that a person is eligible for certain education or federal programs. Legal blindness is defined as a visual acuity of 20/200 or worse, with the best possible correction, or a visual field of 20 degrees or less.

Visual acuity alone cannot indicate how much a person's life will be affected by vision loss. It is important to also assess how well a person uses the vision they have. Two people may have the same visual acuity, but one may be able to use his or her vision better to do everyday tasks.

Most people who are "blind" have at least some usable vision that can help them move around in their environment and do things in their daily lives. A person's functional vision can be evaluated by observing them in different settings to see how they use their vision.

A functional vision evaluation can answer questions such as these:

Can the person scan a room to find someone or something?
What lighting is best for the person to do different tasks?
How does the person use his or her vision to move around in a room or outside?

Vision Impairment in Children

Vision impairment changes how a child understands and functions in the world. Impaired vision can affect a child's cognitive, emotional, neurological, and physical development by possibly limiting the range of experiences and the kinds of information a child is exposed to.

Nearly two-thirds of children with vision impairment also have one or more other developmental disabilities, such as mental retardation, cerebral palsy, hearing loss, or epilepsy. Children with more severe vision impairment are more likely to have additional disabilities than are children with milder vision impairment.

References

Batshaw ML. Children with disabilities (4th edition). Baltimore, MD: Paul H. Brookes Publishing Co.; 1997.

Day S. Normal and abnormal visual development. In: Taylor D, editor. Paediatric ophthalmology (2nd edition). Malden, MA: Blackwell Science; 1997, p 13-28.

Holbrook MC (Editor). Children with visual impairments: a parents' guide. Bethesda, MD: Woodbine House; 1996.

Kaminer RK, McMahon E. Blindness and visual impairment. Pediatrics in Review 1995;16:77-8.

Puckett CD. The educational annotation of ICD-9-CM (4th edition). Reno, NV: Channel Publishing, Ltd., 2001, p. 641.??

Sonksen PM, Petrie A, Drew KJ. Promotion of visual development of severely visually impaired babies: evaluation of a developmentally based programme. Developmental Medicine and Child Neurology 1991;33:320-35. Date: October 29, 2004 ?Content source: National Center on Birth Defects and Developmental Disabilities

Courtesy of Centers for Disease Control and Prevention (CDC).

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Vision impairment means that a person's eyesight cannot be corrected to a "normal" level. Vision impairment may be caused by a loss of visual acuity, where the eye does not see objects as clearly as usual.

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Strategies to handle Visually Impaired students

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Strategies to handle Visually Impaired students

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General Strategies
1. Visually impaired students need specific verbal descriptions on materials and subjects. Any text or pictures should be narrated so that the student understands the content of the class.

2. In a class with multiple speakers, teachers need to find a method to isolate one speaker by calling out his/her name.

3. Handouts and prints should have large fonts and images for visually impaired students so that they can read directions and understand better.

4. Consider other activities with similar learning goals for visually impaired students.

5. Allow students to create tactile works for graphs and research.

Specific Strategies
1. Allow recordings of the class to help students review what they've missed or learned.

2. Before classes, arrange any verbal or narrating resources such as Talking Book Service, Recordings for the Blind and Dyslexic or text reading systems.

3. Use laser cane / handouts available in Braille / 3D models / monocular devices to assist students.

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Students with visual impairments include those with low vision and those who are blind. Students who are blind may use Braille to read. Students with low vision tend to read print, may use optical devices, or may also read Braille like their peers who are blind. Both students who are blind and have low vision may require specialized equipment and materials. The extent of a student's visual impairment depends on the eye condition. Vision also may fluctuate or may be influenced by factors such as inappropriate lighting, light glare, or fatigue. Hence, there is no "typical" vision-impaired student. The major challenge facing students who are visually impaired in the science educational environment is the overwhelming mass of visual material to which they are continually exposed, such as textbooks, class outlines, class schedules, chalkboards, writing, models, images and other graphic materials, etc. In addition, the increase in the use of films, videos, computers, and television programs adds to the volume of visual material to which they have only limited access. To assist in teaching a student with a visual impairment, unique and individual strategies based on that student's particular visual impairment and his/her communication media is required. (e.g., Braille, speed listening, etc.).

Geerat Vermeij is a Dutch paleontologist and one of the world's foremost authorities on mollusk evolution. He has been blind since the age of three.

Students with any type of vision impairment will have a method of accessing the learning material. It may be a laptop with zoom text, an enlarger that sits on the desk, a program such as join.me which allows them to see what is on the teacher's laptop on their laptop, enlarged text, or something else that makes the material accessible to them. If you have a student with an impairment severe enough to need this type of assistance, the case manager should be in touch with you before school starts to let you know what will be needed in the classroom. Tactile models are often very useful. You can run a thin bead of glue over all drawings so the student can also feel what they are seeing. If there is a narrow field of vision this allows the student to know that the diagram continues outside of their field of vision. You should be aware that many students with visual impairment get eye fatigue and find it much harder to read material by the end of the day. This may influence the order of the classes if that is a change that can be made. Also remember that this student will very often be unaware of visual cues that you are using and probably use routinely without being aware of it.

Speak to the class upon entering and leaving the room or site.

Call the student with a visual impairment by name if you want his/her attention.

Work with a student's intervention specialist for specific educational needs such as change in lighting, classroom seating, and print medium (also known as a teacher of students with visual impairments).

Use descriptive words such as straight, forward, left, etc. in relation to the student's body orientation. Be specific in directions and avoid the use of vague terms with unusable information, such as "over there", "here", "this", etc.

Describe, in detail, pertinent visual occurrences of the learning activities.

Describe and tactually familiarize the student to the classroom, laboratory, equipment, supplies, materials, field sites, etc.

Give verbal notice of room changes, special meetings, or assignments.

Offer to read written information for a person with a visual impairment, when appropriate.

Order the appropriate text books for the students in their preferred medium. Be sure to use the state NIMAS center for help in ordering textbooks.

Identify yourself by name, don't assume that the student who is visually impaired will recognize you by your voice even though you have met before. Be sure to identify others in the room as well.

If you are asked to guide a student with a visual impairment, identify yourself, offer your services and, if accepted, offer your arm to the student's hand. Tell them if they have to step up or step down, let them know if the door is to their left or right, and warn them of possible hazards.

Orally, let the student know if you need to move or leave or need to end a conversation.

If a student with a visual impairment is in class, routinely check the instructional environment to be sure it is adequate and ready for use.

Do not pet or touch a guide dog. Guide dogs are working animals. It can be hazardous for the visually impaired person if the dog is distracted.

Use an auditory or tactile signal where a visual signal is normally used.

It is not necessary to speak loudly to people with visual impairments.

General Strategies

The degree of impairment and the student's background and training (like the degree of proficiency in Braille) will affect the usefulness of the various strategies and suggestions. The various strategies given below are only suggestions. Work with a student's intervention specialist for specific modifications that are needed. Description will be necessary for pictures, graphics, displays, or field sites, etc.; the student's identification queries; and differentiation of items where touch will not discriminate; and in orientation and mobility aspects in unfamiliar situations.

Bring to the student's attention science role models with visual impairments to the student. Point out that this individual achieved by a combination of effort and by asking for help when needed.

A wide selection of optical devices are available that can be used by visually impaired students to assist in reading or working with objects that need to be observed.

A screen reader, closed-circuit television, or a similar system can be used to read a computer screens.

A screen magnifier may be used to enlarge print on a computer screen.

General Information Access for Persons with a Visual Impairment

Visual material needs to be accompanied by a verbal description. If you are demonstrating how to use a piece of equipment, be sure to describe the equipment and what you are doing to operate it. Read overheads aloud and describe the content of slides (see note below about large print). In a conference presentation setting, you will probably want to provide all descriptions yourself. If you are showing a video, describe the action. If you distribute videos as handouts, any action or an explanatory text that is crucial to understanding the presentation should be narrated.

If there are multiple speakers (such as a panel), have each speaker introduce himself or herself to the audience so that the speakers' voices are keyed for the audience as to their identity.

Handouts should be available in large print, audio, digital, and/or Braille formats. If this is not possible prior to your presentation, note the various individuals' preferred formats and then make your materials available to them within a short time after your presentation.

Large Print-People who have low vision may be able to see print if it is large enough. Prepare print information on white paper with sharp, black ink. Standard print is generally 10-12 point type. Large print is 16-18 point and up, generally an enlargement setting of 160-175% on a copy machine. Try darker settings on the copy machine to increase contrast without producing streaks. Many computer programs offer a variety of font types and sizes. Verdana or Arial is preferred. (On most newer versions of browsers, you can select Text Zoom from View Menu of the browser for larger view.)

Teacher Presentation

By verbally spelling out a new or technical word, you will be helping the student with a visual impairment, as well as other students.

Whiteboards can be used to enlarge pictures for students with low vision

All colored objects used for identification related to a lesson, experiment, or other directions should be labeled with a Braille label maker or otherwise tactually coded for most students with vision impairments.

Describe, in detail, visual occurrences, visual media, and directions including all pertinent aspects that involve sight.

Use a sighted narrator or descriptive video (preferably the latter) to describe aspects of videos or laser disks.

Describe, in detail, all pertinent visual occurrences or chalkboard/whiteboard writing.

Have lesson directions and class handouts available in Braille or in large print as needed by the student at the same time his peers are working.

Have tactile 3D models, raised-line drawings, or thermoforms (see this web page) available to supplement drawings or graphics in a tactile format when needed. Describe the tactile diagram to the student and teach him the features of the diagram.

Whenever possible, use actual objects for three dimensional representations.

Modify instructions for auditory/tactile presentation.

Use raised-line drawings for temporary tactile presentations.

Use a chalkboard/whiteboard, graphs, or slides as you would normally, but provide more detailed oral descriptions, possibly supplemented with tactile diagrams and written descriptions when appropriate.

Allow student to use a recording device, if needed, for recording classroom presentations or the text to use to study for future examinations.

Make all handouts and assignments available in an appropriate form: e.g., regular print, large print, Braille, or recorded, depending on the student's optimal mode of communication.

Use a monocular or assistive devices for long range observations of chalk board or demonstration table presentations.

Laboratory

Describe and tactually/spatially familiarize the student with the lab and all equipment to be used.

Consider alternate activities/exercises that can be utilized with less difficulty for the student, but has the same or similar learning objectives.

Use an enlarged activity script, directions, or readings for a low-vision student (or taped script for a student who is blind) for use with tactile 3D models.

Make all handouts and assignments available in the appropriate form for the student: e.g., regular print, large print, Braille, or tape depending on the students optimal mode of communication.

Assistance may be needed for converting certain laboratory materials from a visual to a tactile format.

Familiarize the student with a visual impairment on the lab equipment to be used, if needed, before the activity.

Allow more time for the laboratory activities, if needed.

Always try to keep materials, supplies, and equipment in the same places.

Use a videomicroscope or similar device to help the student with a visual impairment examine images from a microscope.

Be sure that all solid and liquid chemicals are in proper containers with braille and large print labels placed in a specific location in the room.

When using a Bunsen burner be sure to place the burner on a slide resistive surface or use a slide resistant mat/liner. This will prevent the burner from moving while conducting experiments.

Use Descriptive Video for videos or DVDs. If Descriptive Video is not available, use a sighted narrator to describe movies, videos, or slides.

Provide means for the acquisition and/or recording of data in an appropriate medium for the student.

Always use a test tube holder when heating up a tube on the Bunsen Burner.

Plastic lab wear is a safer option for students with visual impairments to use when possible.

Make equipment available that the student with a visual impairment can access in interpreting and understanding the results of laboratory exercises (e.g., audible readout voltmeters, calculators, talking thermometers, magnifiers, etc.).

Use a hot plate for heating instead of Bunsen burner when possible.

Label material, supplies, and equipment with regular print, large print, and/or Braille, as appropriate for the student with a visual impairment.

Pair the student with a visual impairment with a sighted student. Then have the sighted peer describe the activities and outcomes as they are observed. Caution: be sure the student with a visual impairment is working in the lab and is not just acting as a scribe.

A closed circuit television can be used to magnify images.

Use assistive technology devices to provide auditory scanning of laboratory materials, written directions, or symbols.

When working on circuits, be sure to allow the student with a visual impairment to use a buzzer instead of a light to complete the circuit.

Prior to the enrollment of a student with a visual impairment in class, obtain laboratory equipment that has the ability to produce adaptive outputs such as: a large screen, print materials, or various audio output devices.

In order to determine Ph, magnification devices can be used along with talking color detectors.

When heating water or any other solution, the use of heatproof gloves is recommended.

When using pipets, the use of a colored index card or paper behind the tube as background can enhance the contrast for a student with low vision.

Use fixed and adjustable pipets to help with measuring liquids for experimentation.

Be sure that all electrical cords are taped down to the floor to avoid tripping and falling or getting caught by canes.

Use of a dissecting microscope and closed circuit television can help model during dissections. Be sure to familiarize the student with a visual impairment regarding the use of cutting instruments. (Videos are available online to instruct teachers about dissection with students who are visually impaired.)

Group Interaction and Discussion

Describe and tactually/spatially familiarize the student to the classroom.

Allow recording of the materials being discussed if necessary.

Be sure that all students state their name prior to speaking to ensure that the student with a visual impairment knows who is speaking.

Be sure to provide a note taker or other assistive technology device so the student with a visual impairment can take notes in the appropriate medium as necessary.

Text Reading Systems

Paid or volunteer readers or writers can assist a student with a visual impairment with texts, materials, and library readings .

Offer to read, or arrange to have read, written information for a person with a visual impairment, when appropriate; but preferably have material available in proper medium for the student.

Arrange, ahead of time, for audio book acquisition of the text or other reading materials through the Talking Book Service, Recordings for the Blind and Dyslexic, text reading systems, or audio output devices (check out Book Share). Be sure to use your local Instructional Materials Accessibility Center.

Various Braille devices and assistive technology devices can be used to assists vision impaired students when reading.

Field Experiences

Make all handouts, safety information, and assignments available in an appropriate form (e.g., regular print, large print, tactile Braille, or cassette).

Consider alternate activities/exercises that can be utilized with less difficulty for the student, but has the same or similar learning objectives.

Have an orientation and mobility instructor accompany you on field trips. As a last resort, sighted guides can be used.

Do detailed description and narration of objects seen in science centers, museums, and/or field activities.

The use of a laser cane or mowat sensor can be useful in assisting the student in unfamiliar surroundings.

Make arrangements for tactile examinations, if touch is not normally permitted (say, in a museum) then contact the curator for tactile access to a museum display items or say, in a zoo for access to a plant/animal species and/or collection).

Research

Review and discuss with the student the steps involved in a research activity. Think about which step(s) may be difficult for the specific functional limitations of the student and jointly devise accommodations for that student.

Use appropriate lab and field strategies according to the nature of the research. (see above)

Various Braille Devices and assistive technology can be used to assist students with visual impairments when reading.

Suggest that the student use a recording device to record the various activities. If necessary, have a sighted peer describe the actions/reactions of the test subjects or materials.

Provide access to proper recording devices in the preferred medium for the student to take field notes and report out findings

Allow student to create tactile graphs and diagrams to report data

Testing

Present examinations in a form that will be unbiased to visually impaired students. Ask the student for the approach he/she finds to be most accessible.

Make tests available in the appropriate form for the student: e.g., regular print, large print, Braille, or tape depending on the student's optimal mode of communication.

Allow more time if needed.

Allow the student to record answers using assistive technology when needed.

Make use of visual magnification (magnifier or closed circuit television), assistive technology, or dark line paper answer sheets for written responses.

Be sure to understand the accessibility requirements and recommendations of your state before mandated tests are given.

Organizations
American Foundation for the Blind
The Association for Education and Rehabilitation of the Blind and Visually Impaired is a teacher organization that provides professional development for educators. They often have presentations on STEM related topics.

The Council for Exceptional Children - Division on Visual Impairments is a practitioner-driven organization that provides professional development for educators. They too have presentations on STEM related topics.

STEM-VI Research Laboratory at UAH

Focusing on Science, Technology, Engineering, and Math Education for Students with Visual Impairments

This Resource Guide for the Physically Blind is an annotated list of resources including organizations providing support, tips, and further information about blindness for those who are blind or visually impaired.

Assistive Software for Visual Impairment

Access Adobe
A resource designed to help people with visual disabilities work more effectively with Adobe Acrobat Software.

Access Unlimited
Various links to web sites for low vision and other disabilities.

AER Online
Association for the Education and Rehabilitation of the Visually Impaired Programs, services, and products for people who are visually impaired.

American Printing House for the Blind
APH is the largest not-for-profit company that creates educational, workplace, and lifestyle products and services for people with visual impairments.

About Braille
Information about Braille Systems used in the United States.

Blindness Resource Center
Eye diseases, the history of Braille, latest research.

Helen Keller National Center For Deaf-Blind Youth and Adults
This center operates an extensive system of field services nationwide for people who are deaf-blind within their local communities and their families, as well as public and private service providers and professionals.

L&H Kurzweil 3000
Developer of reading technology for people who are blind and for people with reading difficulties.

Louis Database: Accessible Materials and APH File Repository (Vision)
The American Printing House for the Blind (APH) currently houses a database called the Louis Database of Accessible Materials for People who are Blind or Visually Impaired. Louis contains information about tens of thousands of titles of accessible materials, including braille, large print, sound recordings, and computer files from over 170 agencies throughout the United States.

National Association of Blind Students
The National Association of Blind Students (NABS) is a division of the National Federation of the Blind. Established in 1967, NABS is an organization comprised of blind high school and college students and is dedicated to changing the negative attitudes and stereotypes that exist about blindness in order to secure equality, and opportunity for all blind students.

National Library Service for the Blind and Physically Handicapped
The Library Service provides, free-of-charge, recorded and Braille reading materials to persons with documented visual or physical impairments.

National Organization of Parents of Blind Children
NOPBC provides magainzes for parents and teachers of blind/VI children and a national network of people to turn to for ideas and advice. NOPBC is a division of the National Federation of the Blind.

The Rehabilitation Research Training Center on Blindness and Low Vision
Has individuals interested in research and training programs that focus on the need to identify, assess, and augment services intended to facilitate the employment and career development of persons who are blind or severely visually impaired.

Books and Videos

Hoffman, R., & Kitchel, E. (2006). Adapting Science for Students with Visual
Impairments: A Handbook for the Classroom Teacher and Teacher of the Visually Impaired. The American Printing House for the Blind.

Hadary, D., & Cohen, S. (1978). Laboratory science and art for blind, deaf, and
emotionally disturbed children. Baltimore: University Park Press.

Kumar, D., Ramassamy, R., & Stefanich, G. (2001). Science for students with visual
impairments: teaching suggestions and policy implication for secondary learners.[Electronic version]. Electronic Journal of Science Education, 5, 1-9.

Koenig, A., & Holbrook, M. (Eds.). (2000). Foundations of education second edition
volume II: instructional strategies for teaching children and youths with visual impairments. New York: AFB Press

Wild, T. & Koehler, K. (2008). Teaching science to students with visual impairments.
Penguins and Polar Bears [electronic journal].

YouTube Videos

Accessible Science: Making life sciences accessible to students with visual impairments
Series of videos that not only provide instruction for educators, but shows students completing various science tasks.

NFB Youth Slam
Student-produced video of a camp for students' with visual impairments that focuses on STEM. Students are interviewed and shown doing a variety of projects. There are several Youth Slam Videos from multiple years with different STEM projects profiled.

NFB Blind Driver Challenge
Talks about the technology used to develop a car for blind individuals. Multiple videos are available on this topic.

Youth Slam - Biology
Shows a video of a student who is blind dissecting a shark.

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To assist in teaching a student with a visual impairment, unique and individual strategies based on that student's particular visual impairment and his/her communication media is required. (e.g., Braille, speed listening, etc.).

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There are many tools for visually impaired students to learn such as screen readers / magnifiers. These tools can help while the student is researching on their laptops or on phones.

For books and other printed materials, there are braille printers available and also e-books with narrating system. Student can use KNFB Reader as well.

There's also an app called TapTapSee, which describes the object or the content on their screen.

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Batshaw ML. Children with disabilities (4th edition). Baltimore, MD: Paul H. Brookes Publishing Co.; 1997.

Day S. Normal and abnormal visual development. In: Taylor D, editor. Paediatric ophthalmology (2nd edition). Malden, MA: Blackwell Science; 1997, p 13-28.

Holbrook MC (Editor). Children with visual impairments: a parents' guide. Bethesda, MD: Woodbine House; 1996.

Kaminer RK, McMahon E. Blindness and visual impairment. Pediatrics in Review 1995;16:77-8.

Puckett CD.  The educational annotation of ICD-9-CM (4th edition).  Reno, NV: Channel Publishing, Ltd., 2001, p. 641.??

Communications Services Department of Ophthalmology, http://ophthalmology.pitt.edu/vision-impairment/what-vision-impairment.

“Visual Impairments.” NSTA, https://www.nsta.org/visual-impairments.

“Using Technology.” The American Foundation for the Blind, https://www.afb.org/blindness-and-low-vision/using-technology.

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Video showing assistive technology at work

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Video showing assistive technology at work

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This video shows how advancements in technology, specifically eye tracking software, can help someone operate without their hands. While this example is an adult, this could be used on children as well.

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Stephen Murray and his Tobii PCEye Go - Focus on the Game

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Goldstein, Brian. “Strategy & Intervention.” Orthopedic Impairment, https://guidetoorthopedicimpairment.weebly.com/strategy--intervention.html.

“Orthopedic Impairments.” Project IDEAL, http://www.projectidealonline.org/v/orthopedic-impairments/.

“What Is an Orthopedic Impairment?” Bowen Hefley Orthopedics, 26 June 2020, https://www.drbillhefley.com/what-is-an-orthopedic-impairment/.

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Assistive technology for Orthopedic Impairment

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Assistive technology for Orthopedic Impairment

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Orthopedic impairments largely limit children's movements, so it will be common to have tools in the classroom to assist with that. Canes, walkers, special chairs/desks, and more are tools that the student will likely use to assist themselves be as mobile and as efficient as possible.
For learning technology, controlling materials along with voice problems are the biggest obstacles. The major tools repeatedly cited are speech recognition software, screen reading software, communication devices, and general software exist to allow students full access to the curriculum. Specific tools that allow students to reduce the need for movement are the best to allow them to work as much as they can.

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Teaching strategies for Orthopedic Impairment

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Teaching strategies for Orthopedic Impairment

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For many students with Orthopedic Impairments, the problems surrounding learning isn't intellectual. Instead, the teaching strategies largely rely around helping students physically be able to get the work done.
One of the main ways is to ensure the students have proper seating arrangements that allow them ease of access to the class and learning. Teachers should try to encourage activities that focus on developing fine motor skills, but be aware that hands-on activities can be difficult (or even impossible) for many of these students.
Be willing to work with simply tools like slant boards, pencil grips, non-slip pads, and specialized writing paper to help students. Also be prepared to work with additional aides that the student may have or need in day-to-day life that could be entering your classroom.

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“Criteria.” AAIDD_CMS, https://www.aaidd.org/intellectual-disability/definition.

Singh, Manpreet. “Assistive Technology for Students with Intellectual Disabilities.” Number Dyslexia, 13 Dec. 2021, https://numberdyslexia.com/assistive-technology-for-students-with-intellectual-disabilities/.

“Students with an Intellectual Disability (5 Methods to Help).” Classful, 17 Apr. 2019, https://classful.com/students-with-an-intellectual-disability/.

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A video explaining how to get ID students to learn how to read

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A video explaining how to get ID students to learn how to read

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The video above does a good job of explaining the differences between "intellectual" disabilities vs "other" disabilities when it comes to reading.

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Reading Instruction for Students with Intellectual Disabilities

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Utah Schools for the Deaf and the Blind USDB

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https://www.youtube.com/watch?v=9GrK3P15TYU

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Pro-tactile ASL: A new language for the DeafBlind

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-Understanding Assistive Technology: How Do Deaf-Blind People Use Technology?

-Meeting the Needs of Children with Hearing Loss & Vision Loss byDerrick Reynolds (2015)

-What is deafblindness?

-General awareness for deafblindness.

-Deafblind.org.uk

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AT for visual disabilities

Screen readers: A program that analyzes the layout and content of a website and provides a text-to-speech translation. The playback speed can be set by the user and commands allow them to skip from heading to heading, click links, and do other important tasks.

Braille displays A device that translates digital text into braille dots that can be read with the fingers. (More on braille below, as it is very important to many deaf-blind people.)

Dictation: Speech recognition software allows a user to navigate, type, and interact with websites using their voice.

AT for hearing disabilities

Alerting devices: A device that converts an audio alert (e.g., doorbell, alarm clock) into a visual or physical alert that the person can perceive.

Telecommunications: Many different options are available for those who are D/deaf or HoH, including amplified telephones, TTY / TDD, Text-to-911, and video chat.

Enhanced listening: Systems can be used to connect an audio feed directly to someone’s hearing aid or cochlear implant.

Visual communication: Captions and transcripts (with the ability to enlarge or zoom in!) provide audio information in a visual format.

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How to Interacting with a Deafblind Child

-Don’t be afraid, ask questions.

-Learn about the child’s useable vision.

-Learn about the child’s residual hearing.

Forms of Communication

-Gestures

-Facial Expressions & Body Language

-Signed Languages, including modified forms

-Spoken Languages

-Total Communication

-Touch Cues: A touch cue is a touch that is done in the same place and the same way right before you do something with the child.

-Tangible Symbols

-Tactile- sign, braille, object

-Bottom three will most likely be the most useful forms of communication with a child aged birth-3.

Early Emergent Literacy

-Model reading and writing behaviors.

-Embed the use of objects, symbols or words throughout the child’s day.

-Incorporate rhythm, music, finger play, and mime games.

-Provide opportunities for handling and exploring reading and writing materials.

-Teach print and book awareness.

-Teach the name signs of the child and of persons the child interacts with regularly.

Embed literacy learning activities into routines.

Creating Safe Play Spaces/Accessibility barriers

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Deafblindness is the loss of sight and hearing to the point where your communication, mobility and ability to access information are impacted. This includes ‘progressive’ sight and hearing loss; where your sight and hearing may deteriorate over a period of time. Deafblindness is often also referred to as ‘dual sensory loss’ or ‘dual sensory impairment’.

Deafblindness comes on a huge spectrum ranging from struggling to see and hear the TV right through to not being able to see or hear anything at all. However, many people with deafblindness are able to hear and/or see something. Deafblindness affects everyone in different ways.

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Emotional disturbance in the classroom: don't give up on Bobby

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Emotional & Behaviorally Disturbed Students (EBD)

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Fairly Assessing Students With Emotional Disturbances:

Assessment should happen both directly and indirectly.

Indirect Methods: Rating scales and behavior checklists

Direct Methods: Observing student behavior, tests, work samples, and self-reports from the student.

Using Assessment Data to Alter Our Instruction Methods:

Based on the assessment, determine the least restrictive environment to place the student in.

Involve a school psychologist or anyone knowledgeable in E.D. to help you determine which instruction methods are most successful for the individual.

Ask the student what works best for them! Get to know the student and see which teaching methods they excel through.

Ways to Encourage Behavior Changes:

-Focus on handling the behaviors that are the most distracting to others and interfere most with the child’s ability to learn

-Establish clear rules and expectations, along with consequences

-Listen to the student, avoid arguing

-Never compare student’s behavior or work to others

-Never put the child down or belittle them

Creating Accommodations

-Making the lessons and activities relevant to the student

-Reward students for positive behavior and for doing things correctly.

-Encourage group work to enhance social skills.

-Gain students' trust by establishing a personal relationship.

-Maintain structure, both physically within the classroom and through the routine.

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Students with emotional disturbance need to understand the rules and consequences of behaviors. This might include behavioral support apps (such as Teacher's Assistant Pro and Class Dojo. Another example is the app Motivaider. Its main feature is a timer that buzzes after a certain period of time to help children stay focused. This acts as a reminder to students rather than the teacher telling them, therefore increasing independence for the learner.

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-Students with Emotional Disturbances

- Emotional Disturbance by Glydel B Capa, 2018

-Emotional and Behavioral Disorders in the Classroom by

Becton Loveless

-High-Incidence Disabilities

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A student with an emotional disturbance has the inability to learn in school which cannot be explained by other factors, as well as the inability to build or maintain good relationships at school. These students display difficulties with behavior or feelings, and may be generally unhappy or sad. They may develop physical symptoms or fears that affect home and school. ED includes schizophrenia. When children have an emotional disturbance, these behaviors continue over long periods of time and cannot be explained by other factors, signaling that they are not coping with their environment or peers. Many children who do not have emotional disturbance may display some of these same behaviors at various times during their development.

Emotional disturbance is one of the categories of disability specified in IDEA. This means that a child with an emotional disturbance may be eligible for special education and related services if it adversely affects their education.

Learning Difficulties

Academically performing below grade level.

May function two or more years below grade level in reading, math, writing, and spelling.

Emotional disabilities may be related to learning difficulties. For example, if student has severe anxiety, they may be unable to attend, listen, and learn while in school.

May lack social skills that are necessary for school success.

May display language problems in both expressing ideas and in understanding what others are communicating.

May not have strategies to be successful in school, such as memorization skills and attention, which may lead to academic difficulties.

May struggle with organization and time-management.

Are at risk for dropping out of school, affecting their future.

May have average, or even above-average academic achievement.

May display inability to sustain attention.

Socialization and Behavior

Difficulty interacting socially with others due to excessive fear or anxiety

May withdraw from others and appear isolated

May exhibit symptoms of depression

May avoid interactions with peers or adults

May not interact appropriately with peers, teachers, siblings, and parents

May have few or no friends

May affiliate with deviant social groups

May blame behavioral or social problems on teachers or other students

May be aggressive with peers and adults and cause injury when playing or interacting with others

May display covert aggression (e.g. lying, cheating, vandalizing)

May display relational aggression (i.e. manipulating, gossiping, excluding someone)

May display limited perspective-taking skills

May act out in class, and may not appear to respond to discipline from teachers

May seem not to care about class and school rules

May be at higher risk for substance abuse

May show signs of impulsivity (hyperactivity, defiance, opposition, risky behaviors)

Demonstrates immaturity (inappropriate crying, temper tantrums, poor coping skills)

Affective Characteristics

May have serious affective disorders, including depression, anxiety disorders, bipolar disorder, conduct disorder, eating disorder, obsessive-compulsive disorder, and psychotic disorder. Medication may be prescribed for the affective disorder.

Depression: Characterized by a depressed mood most of the day, nearly every day, and markedly diminished interest or pleasure in nearly all activities most of the day. Other persistent characteristics might include feelings of guilt or worthlessness, insomnia, and diminished ability to concentrate.

Anxiety Disorders: Anxiety that can be excessive and overwhelming, resulting in a fear of everyday situations, such as school.

Bipolar Disorder: Bipolar disorder (also known as manic disorder) is a condition that causes dramatic mood swings that go back and forth, from very "high" and/or irritable to sad and depressed. There may be periods of normal mood in between.

Conduct Disorder: Refers a group of behavioral and emotional problems, such as physical aggression, property destruction, lying, stealing, truancy (skipping school), and other serious rule violations.

Eating Disorders: Characterized by extremes in eating behavior or extreme feelings of concern about body weight or shape. Anorexia nervosa is characterized by starvation and dramatic weight loss. Bulimia nervosa is characterized by binge eating, followed by vomiting or purging. Binge eating is characterized by eating excessive amounts of food, with feelings about inability to control how much or what is eaten.

Obsessive-Compulsive Disorder (OCD): Characterized by unwanted and recurrent thoughts (obsessions) and/or repetitive behaviors (compulsions). Repetitive behaviors (e.g. handwashing, counting, checking, cleaning, etc.) are often done with the hope of stopping thoughts or getting rid of them.

Psychotic Disorders: Characterized by abnormal perceptions and thoughts, such as delusions and hallucinations. Delusions refer to false beliefs, such as thinking that you are being plotted against. Hallucinations refer to hearing, seeing, or feeling something that is not there. Schizophrenia is a type of psychotic disorder.

Suicidality: Refers to the thoughts and behaviors related to intent to end one's own life.

Strategies for Emotional Disturbance

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picture exchange communication system cards

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Do2Learn: Educational Resources for Special Needs

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A student with an emotional disturbance has the inability to learn in school which cannot be explained by other factors, as well as the inability to build or maintain good relationships at school. These students display difficulties with behavior or feelings, and may be generally unhappy or sad.

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Condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree, adversely affecting educational performance.  (DOES NOT INCLUDE students who are socially maladjusted):

an inability to learn that cannot be explained by intellectual, sensory, or health factors

an inability to build or maintain satisfactory interpersonal relationships with peers and teachers

a general or pervasive mood of unhappiness or depression

inappropriate types of behaviors or feelings under normal circumstances

tendency to develop physical symptoms or fears associated with personal or school problems.

schizophrenia

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As ID students can have intellectual behavior and adaptive behavior problems, all sorts of assistive technology can help largely in both categories. Again, this is a very broad category in terms of size and severity.
Cognitive aids are a strong tool to help with adaptive behavior.  Graphic organizers, activity planners, reminders/digital alarm clocks are all tools that can be utilized to help students be more organized throughout the day.
Other educational aids like screen readers, text-to-speech software, and even audio books can help with the intellectual behavior aspect as it help resolve reading problems or writing problems for students that have sensory deficiencies.
The best technological aid is the kind that directly focuses on each students own personal weakness. For example, if a student struggles with writing then look at a portable word processor to help them type instead of write. A skills assessment is the most valuable tool a teach can use for these students.
.........

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Strategies to address Intellectual Disabilities

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Strategies to address Intellectual Disabilities

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Intellectual Disabilities (ID) can be a large spectrum of cases so it can drastically vary from student-to-student. However the overall best strategies involve clear instructions, visuals, and hands-on activities.
Instructions should be into small, step-by-step instructions instead of big picture ideas. Students with ID can easily get information overload and going one step at a time is the best method.
Visuals allow for an easier comprehension and things like pictures, charts, or graphs are much easier to comprehend. This tends to drastically help students with ID.
Last, these students can also struggle with abstract ideas and that can conflict with traditional lecture styles. Using interactive (hands-on) activities will help as they learn best with concrete information and from observations.
These major ideas can also positively impact the rest of the class as providing clear instructions is a major benefit in Hattie's factors for learning.

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An Orthopedic Impairment is when a child has a physical disability with their bones, joints, or muscles and the disability is so drastic that it affects the child's education.

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Having an Intellectual Disability is defined as having major restrictions in both intelligence and adaptive behavior. Intelligence simply refers to general learning, reasoning, and problem solving. Adaptive behaviors are social and practical traits that we use in every day lives such as language, social-skills, daily living, and overall practical skills.

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Brain dysfunction caused by an outside force, usually a violent blow to the head.

Traumatic brain injury often occurs as a result of a severe sports injury or car accident.

Immediate or delayed symptoms may include confusion, blurry vision, and concentration difficulty. Infants may cry persistently or be irritable.

Treatment may involve rest, medication, and surgery.

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-  Self-Regulation Activities

o Gives students a way to manage their emotions

-  De-escalation plans and strategies

o Have a plan to help your student de-escalate should their emotions get out of control

-  Instructional Strategies

o Select a meaningful goal or skill the student will need to learn and present it at the level of the student;

o Provide a simple rationale to help the student understand the relevance of the skill;

o Give clearly stated task directions (limit the number of steps) and ask the student to repeat or paraphrase the directions to ensure understanding;

o Break tasks into small steps and demonstrate each step;

o Provide opportunities for student response and practice at an appropriate pace;

o Provide immediate feedback and error correction when necessary—feedback should be positive and systematic; and

o   Use verbal praise and encouragement frequently.

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-  Utilizing computers or tables as a way for students to take “brain breaks”

-  Instead of having to read, allow students to listen to audio tracks

-  Allow students to record lessons so that they may listen later on

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Webinar: Trauma-informed teaching in a Modern Classroom

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https://www.brainline.org/article/classroom-interventions-students-traumatic-brain-injuries

https://www.ws.edu/student-services/disability/teaching/brain.shtm

https://ttaconline.org/Document/zxbIhX_YCJN3wxegcs5m-
TvlvVK8k_ge/teachingstrategiesforstudentswithbraininjuries.pdf

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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 included within a hearing impairment however a hearing impairment does not necessarily imply deafness.

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-  Speech and language therapy

-  Occupational therapy

o Sensory motor therapy, handwriting and visual perceptual support, reflex integration, and Integrated Listening Systems

-  Classroom Strategies

o Making seat changes (place students with hearing impairment closer to the teacher)

o Minimize background noise when possible (avoid playing music or letting the noise level get too high so students can concentrate and hear better)

o Use an FM system (a teacher wears a microphone that allows student to hear better)

o Face students when you speak

o Use lots of pictures, graphs, and text labels

o Encourage participation

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- Audiological therapy

o Making sure that students have access to any devices that would increase their hearing abilities. (cochlear implants, hearing aids, etc.)

- Teletherapy

o Using a tablet/computer to deliver professional services in the home via internet.

o Allows children to meet virtually with a professional and grow in skills to listen and speak from home

-  Utilize videos and media within the classroom to display information

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https://www.youtube.com/watch?v=z2EfxREKmsA

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

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

https://www.weingartencc.org/occupational-therapy/

https://kidshealth.org/en/parents/hearing-factsheet.html

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LD@school. 2022. Assistive Technology for Students with Learning Disabilities - LD@school. [online] Available at: <https://www.ldatschool.ca/assistive-technology/> [Accessed 7 May 2022].

The Dyslexia Association. 2022. Assistive technology for specific learning difficulties - The Dyslexia Association. [online] Available at: <https://www.dyslexia.uk.net/assistive-technology/> [Accessed 7 May 2022].

Do2learn.com. 2022. Do2Learn: Educational Resources for Special Needs. [online] Available at: <https://do2learn.com/disabilities/CharacteristicsAndStrategies/SpecificLearningDisability_Strategies.html> [Accessed 7 May 2022].

Sinche.uom.gr. 2022. [online] Available at: <http://sinche.uom.gr/sites/default/files/14_disability_categories_under_idea.pdf> [Accessed 7 May 2022].

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Computers and Tablets:

Tremendously valuable assets that can assist with writing, spelling, grammar, calculation, and accessing educational content suitable for different learning styles. However, teachers must monitor their use to ensure that they do not become distracting to learners.

Text-to- speech and speech-to-text functions help learners with reading and writing disabilities.

Audiobooks and eBooks as alternatives to paperbacks.

Mathematics:

Calculators

Software/ applications for electronic devices that illustrate mathematical concepts through games or visually stimulating activities

Memory, Retention, and Notetaking:

Recording devices

Spaced repetition software/platforms such as Anki or Quizlet

Graphic organizers that help students structure their ideas

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Strategies for Teaching Students with Specific Learning Disabilities

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Strategies for Teaching Students with Specific Learning Disabilities

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Due to the many and varied types of disability that fall under this category, many of which arguably merit their own separate subcategory, the following constitute only a small fraction of possible differentiation strategies. In general, the principle of tailoring teaching strategies to meet the needs of the individual is key.

Reading:

Repetition is key to building fluency. Rereading texts that the students are familiar with helps them build confidence.

When teaching students to read aloud, it is helpful to deconstruct words into smaller pieces, such as syllables, and have them sound words out. Draw attention to diphthongs and consonant blends.

Work with students to help them grasp how texts are structured, and what information can be gleaned from titles, subheadings, etc., and to identify key words in a text.

Draw students' attention to writing that appears in their daily life, be it labels in the classroom, signage, etc.

Allow students to submit written work in alternative ways that engage them. Could, for instance, a short story be presented in the form of a comic?

Writing:

If handwriting/spelling is an issue, consider allowing the student to submit their assignments electronically or have them write on a computer and print them off.

Provide handouts that cover the main points of a lesson so that the student may focus on the content instead of taking notes.

For complex pieces of writing, provide an outline clearly shows how the text should be structured.

Be flexible with deadlines, and provide guidance when needed.

Math:

Present mathematical concepts in ways that engage different learning styles (auditory, visual, tactile, kinesthetic).

Incorporate games, music, drawing and other modes of expression to illustrate and practice math.

Teach mnemonic devices such as "Please Excuse My Dear Aunt Sally" (PEMDAS: parentheses, exponents, multiplication, division, addition, and subtraction) in order to help students remember processes such as the order of operations.

Instead of having students practice for long chunks of time, break time spent on math into smaller, daily increments.

General academics and testing

Present lessons in ways that engage multiple learning styles.

Routinely check in on students to ensure their understanding.

Summarize frequently and emphasize takeaway points from each lesson.

State and model learning/assignment objectives clearly.

Assist with developing organizational and time management skills, along with other skills such as proofreading or looking up needed information in reference books.

Allow for alternative forms of testing (e.g. oral testing)

Allow students to use assistive technologies or resources, such as calculators, tape recorders, dictionaries or thesauruses during tests or when completing assignments.

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This very broad category of learning disabilities refers to students who have an impairment that affects their ability to process language, whether spoken or written, which may extend to listening/speaking or reading/writing/spelling, as well as the faculties required for mathematics. Common conditions that fall under this category are dyslexia and developmental aphasia, as well as brain injuries.

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Deafunity.org. 2022. 7 Teaching Strategies to Empower Deaf Students | Deaf Unity. [online] Available at: <https://deafunity.org/article_interview/7-teaching-strategies-to-empower-deaf-students/> [Accessed 7 May 2022].

Sinche.uom.gr. 2022. [online] Available at: <http://sinche.uom.gr/sites/default/files/14_disability_categories_under_idea.pdf> [Accessed 7 May 2022].

Baer, J., 2022. [online] Clerccenter.gallaudet.edu. Available at: <https://clerccenter.gallaudet.edu/national-resources/documents/clerc/odyssey/2015_issue/ODYSSEY_SPR2015_BaerOsbrink.pdf> [Accessed 7 May 2022].

Nation Deaf Center, 2020. [image] Available at: <https://www.youtube.com/watch?v=0QbRLAr1VFM> [Accessed 7 May 2022].

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1. Assistive Listening Devices (ALDs)

These devices allow the instructor to amplify his or her voice by wearing a microphone that transmits directly into hearing aids or Cochlear implants.

2. SMART boards allow for the juxtaposition of text and videos with sign language, enhancing lessons with visual input and allowing for text typed by the teacher or the students to be displayed in real time.

3. Webcams and videomaking/editing software such as Moviemaker or Photobooth enable deaf students to record assignments using sign language or with overlayed subtitles or captions. This is a useful alternative to delivering presentations in person, especially for non-speaking students.

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Accommodations 101: Assistive Listening Devices

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Classroom setup:

1.  Ensure that the affected student(s) are able to clearly see the teacher and the board at all times.

2. Minimize both visual distractions and background noise and so that the students, especially those with devices such as Cochlear implants or hearing aids, can focus on the lesson.

3. Utilize assistive technologies in the classroom. There are many different ways to go about this, including microphones that can wirelessly transmit into hearing aids and Cochlear implants, SMART boards that can convert speech to text, and other innovations to aid alternative learning styles.

Differentiation strategies:

1. If you already speak a sign language, or are willing to learn, incorporating it into your lessons can significantly improve communication with students whose primary language is a signed one, such as ASL.

2.  Deaf students are visual learners! Adding diagrams, pictures, captioned videos, and other visual aids to your lessons can help students follow along. Additionally, students who rely on lip-reading may not be able to take written notes simultaneously, so providing handouts that summarize lesson content in advance can allow them to be fully engaged in class without having to worry about missing something important.

3. Allow deaf students to record your lessons, or upload them to Youtube or a similar platform. With automated speech to text transcription, they will be able to review spoken lesson content at home.

4. Accept video submissions or videos with automated text-to-speech in place of oral presentations in front of the class for deaf students who have difficulty speaking.

5. Communicate regularly one-on-one with deaf students to make sure they are able to keep up in class, and enquire about how you could better meet their unique learning needs.

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Deafness is a severe hearing impairment that prevents learners from easily processing information through hearing regardless of assistive technology such as sound amplification, which distinguishes it from other hearing impairments.