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Deaf refers to a severe hearing loss. It could be mild to profound.
Hard of Hearing refers to hearing loss but the difference is that there might be enough residual hearing to use hearing aids to process the speech such as cochlear implants, assistive listening devices, sign language, lip reading, interpreters or captioning.

They might both have a common problem which is that their speech could be difficult to understand since they do not listen to their voice.

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What means to have a specific learning disability?

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What means to have a specific learning disability?

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A specific learning disability is a condition where a student may struggle with specific abilities such as listening, thinking, speaking, spelling etc.
The types of specific learning disabilities are:
-for reading is dyslexia
-for writing is dysgraphia
-for do mathematics is dysaclculla

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This means that this disability may be caused by a chronic or acute health problems, which could be last for a long time or for life, nevertheless this condition tends to have improvement.
Some of these conditions could be handled with medication and usually have less impact on learning than others disabilities.

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Intellectual disability involves problems with general mental abilities that affect functioning in two areas:

Intellectual functioning (such as learning, problem solving, judgement).

Adaptive functioning (activities of daily life such as communication and independent living).

Additionally, the intellectual and adaptive deficit begin early in the developmental period.

Intellectual disability affects about 1% of the population, and of those about 85% have mild intellectual disability. Males are more likely than females to be diagnosed with intellectual disability.

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Hearing impairment is defined as an “impairment in hearing, whether permanent or fluctuating that adversely affects a child’s educational performance.”  Deafness is defined as a “hearing impairment that is so severe that the child is impaired in processing linguistic information through hearing, with or without amplification.”

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Assistive technology and identifying student with hearing impairment

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According to the National Institute of Deafness and Other Communication disorders, about 2 to 3 out of every 1,000 children in the United States are born with a detectable level of hearing loss in one or both ears.
More than 90 percent of deaf children were born from parents without this disability.
65,000 cochlear implants have been implanted in children in the USA as of December 2019.

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The state of Learning Disabilities published in 2017 a report from the National Center for Learning Disabilities (NCLD) where said that 1 in 5  children in U.S. have learning and attention issues and only a small subset receive specialized instructor or accommodations.

In my opinion, this is alarming, students must have the attention they need in order to keep learning, I know that sometimes it not depends on the teacher, but the school... but I think the most distributed information, the better we can identify and  the better we can take actions about it.

https://ldaamerica.org/lda_today/the-state-of-learning-disabilities-today/

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In their article "Learning Disabilities in the United States: Advocacy, Science, and the Future of the Field", Louisa Cook Moats and G. Reid Lyon state that "no disease or significant health problem in this country is given much attention until political forces are motivated by parents, patients, or victims expressing their very real and heartfelt concerns about their quality of life" (Journal of Learning Disabilities, May 1993). They offered a perspective on the distinguishing characteristics in the field of learning disabilities in the United States including five reasons why such strong advocacy and legal safeguards was needed for individuals with learning disabilities in the United States:

1. Although American educational policies reflect the intent to accommodate individual differences, classroom groupings are diverse, and most curriculum and teaching in graded classrooms are aimed at the common factors among those groupings.

2. In the United States, the responsibility of schools is to provide equality of opportunity, not equality of condition in educational experiences.

3. We typically finance our schools through local property taxes, and there are tremendous inequities in per-pupil expenditures from district to district.

4. Education reform movements in this country have not focused on public responsibility for educating all students.

5. Social, medical, and educational services to children in this country have never been a national priority, as they are in many other industrialized nations.

We want to hear from you! Please complete the short survey via the button below to let us know how you think the reasons Moats and Lyon shared in their article align with the need for advocacy for individuals with learning disabilities today.

LD Today

Research has helped us come a long way since 1968. We now know that 1 in 5 individuals in the United States have learning and attention issues. LDA's mission is to create opportunities for success for all individuals affected by learning disabilities through support, education, and advocacy. We monitor and disseminate research findings and are committed to advocating for and protecting the rights of all individuals with learning disabilities, or "the 1 in 5".

About the "1 in 5"

The State of Learning Disabilities: Understanding the 1 in 5, published in 2017, is the most recent research report from The National Center for Learning Disabilities (NCLD) . Their report used data from the 2015-2016 school year and research to illustrate challenges and opportunities facing children with learning disabilities and attention challenges.

[from 1-in-5 Snapshot, NCLD, 2017]

"1 in 5", or 20%. That may sound like a small percentage. What does it really represent?

Based on the 2019 population, 20% would represent 65.6 million individuals in the United States who have learning and attention issues (U.S. Census Bureau). That does not sound like such a small number.

There are approximately 56.6 million students in elementary and secondary schools in the United States (Educationdata.org). 20%, or 1 in 5, would represent 11.2 million students with learning and attention issues. That does not sound like such a small number either.

What else can NCLD's report help us understand about these 11.2 millions students?

Approximately 8.25% are identified in school and receive some specialized instruction or accommodations through an IEP or a 504. Less than half of the total number of students estimated to have learning and attention issues. What about the other 11.75%, or 6.65 million, students?

Students with learning disabilities drop out of high school at nearly three times the rate of all students. How many of those other students are actually part of the 11-12% of students who have not been identified as having learning and attention issues?

Unaddressed learning and attention issues contribute to the school-to-prison pipeline. A large study found that half of young students with learning disabilities or related issues had been involved at some point with the justice system. How many more are actually part of the 11-12% of students who have not been identified as having learning and attention issues?

Enrollment in college and completion rates are lower than the rest of students their age. How many of those other young adults are actually part of the 11-12% of students who have not been identified as having learning and attention issues?

Barriers to Success for the "1 in 5"

[from 1-in-5 Snapshot, NCLD, 2017]

These barriers to success are not only barriers in education. The NCLD report includes that only 46% of working-age adults with learning disabilities are employed compared with adults who do not have learning disabilities. Adults with learning and attention issues are twice as likely to be jobless as their peers without learning disabilities. How many of those other adults are actually part of the 11-12% who were not formally identified when they were in school?

[from 1-in-5 Snapshot, NCLD, 2017]

"An equitable society is one in which all can participate and prosper" Policy Link

According to the Center for Public Education, equity "is achieved when all students receive the resources they need so they graduate prepared for success after high school". LDA works to help individuals with LD participate and prosper in school and in society.

A Few Ways LDA Helps the "1 in 5"

Empowering Parents

Parents are often baffled by the problems presented by a child with learning disabilities. Often this "invisible disability" does not become obvious until a child reaches school age. Even then, difficulties may be subtle and hard to recognize. LDA has put together multiple resources to help empower parents to help prepare their children with LD for success.

Online Coffee Connections are designed for parents, caregivers, and educators to safely discuss the challenges and strategies for supporting children with disabilities in a world of blended education. Online Coffee Connection meetings are a new FREE benefit for all LDA members, and are made possible by our partnership with IEPequity. Coffee Connection meetings cost $10 for nonmembers to attend.

Equipping Teachers

Since almost five percent of all students in our nation's public schools are classified as having specific learning disabilities (SLD), every teacher can expect to find students with learning disabilities in the classroom. Success for these students requires a focus on individual achievement, individual progress, and individual learning. Despite obstacles, recent research tells us that we can teach these students how to learn. LDA has put together multiple resources to help equip teachers to support students with LD for success.

LDA is a proud partner of the Educating All Learners Alliance, an organization that brings together disability, civil rights, education not for profits, advocacy, and policy organizations to advance equity and serve the special education community. They have recently revamped their website, which is filled with new and ever-growing resources, events, news, and more.

In response to remote learning, LDA developed a COVID-19 Resource Center website with resources for educators including tips for: teaching online, accessible apps, accessible lessons, monitoring IEP goals, and learning opportunities.

Early Intervention

LDA knows that accurate identification through a thorough evaluative process, is the first step to ensure that individuals with Learning Disabilities receive the services, supports and accommodations that are required for academic and life success. LDA advocates for early identification, which increases the possibility of successful intervention.

Children need adults to advocate for them; but those children do grow up. Learning disabilities are brain-based difficulties. One does not grow out of having a learning disability. We know that too many people go through life unidentified - based on the NCLD research, approximately 11.75%. LDA continues to advocate for access to identification throughout the lifespan.

Building Self-Advocacy Skills

Self-advocacy skills is just one topic that can be found in the resources on The LDA Podcast channel. On Episode 5 of Season 1, Toby Baker shares how she learned to advocate for herself to get where she wanted to be. Toby has self-identified as having ADHD and a learning disability and was discouraged by her high school teachers to go to college. Now, she is earning her Ph.D. in Global Leadership, and has won LDA's 2020 Harrison Sylvester Award for her research of adults with LD.

Learning Disabilities Association of New Jersey Inc. is currently piloting our new STAMP program, a community for elementary and post-secondary students to embrace their learning disabilities through education, communication, and self-development. For more information on getting involved or bringing the STAMP program to your state, please email stamp@ldaamerica.org.

"An equitable society is one in which all can participate and prosper" Policy Link

Advocacy is about taking action: taking action for yourself; taking action to represent the rights and interests of someone else; taking action to bring about change for groups of people by working to influence social, political, and economic systems; taking action to establish or protect legal rights through attorneys and the legal or administrative systems. LDA advocates for an equitable society for the "1 in 5".

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The State of Learning Disabilities Today

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In their article "Learning Disabilities in the United States: Advocacy, Science, and the Future of the Field", Louisa Cook Moats and G. Reid Lyon state that "no disease or significant health problem in this country is given much attention until political forces are motivated by parents, patients, or victims expressing their very real and heartfelt concerns about their quality of life" (Journal of Learning Disabilities, May 1993).

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What are speech or language impairments?

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What are speech or language impairments?

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Speech or language impairments are communication's disorders that adversely affects a student's ability to learn. For example, stuttering or different kinds of aphasia.

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Speech Language Impairment: Students with Disabilities

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Nearly 1 in 12 (7.7 percent) U.S. children ages 3-17 has had a disorder related to voice, speech, language, or swallowing in the past 12 months.

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Quick Statistics About Voice, Speech, Language

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Statistics on voice, speech, language, and swallowing disorders among both adults and children in the U.S.

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Focus on interactive communication.

Paraphrase back what the student said.

Anticipate areas of difficulty (for example, working in groups).

Speak clearly.

Provide visual clues.

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

Language

Focus on interactive communication.

Use active listening.

Incorporate the student's interests into speech.

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

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

Paraphrase back what the student has said or indicated.

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

Ask open-ended appropriate questions.

Use linguistic scaffolding techniques that involve a series of questions.

Use language for social interaction and to resolve conflicts.

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

Work at the student's pace.

Present only one concept at a time.

Have speech therapist present language units to the entire class.

Use computers in the classroom for language enhancement.

Encourage reading and writing daily.

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

Incorporate vocabulary with unit being taught.

Provide fun activities that are functional and practical.

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

Speech

Develop a procedure for the student to ask for help.

Speak directly to the student.

Be a good speech model.

Have easy and good interactive communication in classroom.

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

Encourage participation in classroom activities and discussions.

Model acceptance and understanding in classroom.

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

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

Use a peer-buddy system when appropriate.

Devise alternate procedures for an activity with student.

Use gestures that support understanding.

Model correct speech patterns and avoid correcting speech difficulties.

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

Academics & Behavior

Reduce unnecessary classroom noise as much as possible.

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

Provide verbal clues often.

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

Speak clearly and deliberately.

Provide visual cues - on the board or chart paper.

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

Allow students to tape lectures.

Allow more time for the student to complete activities.

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

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

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

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

Provide social and tangible reinforcers.

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

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

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

Have routines that students can follow.

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

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

Physical

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

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

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

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

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picture exchange communication system cards

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Do2Learn: Educational Resources for Special Needs

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

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Watching a video hearing from a possible student with aphasia is a great way to understand and be empathetic.

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Expressive Aphasia - Sarah Scott - Teenage Stroke Survivor

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Autism spectrum disorder (ASD) is a neurological and developmental disorder that affects how people interact with others, communicate, learn, and behave. Although autism can be diagnosed at any age, it is described as a “developmental disorder” because symptoms generally appear in the first two years of life. This definition was taken from this page.

I could say that Autism is a disorder that affects communication and interaction with other people, thus making it harder for a person with it to learn.

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The table above shows data from the most recent ADDM Network prevalence estimates (published December 2021). Data were collected from health and special education records of 8-year-old children living in 11 areas of the United States during 2018.

Across the CDC surveillance sites, an average of 1 in every 44 (2.3%) 8-year-old children were estimated to have ASD in 2018.

ASD is 4.2 times as prevalent among boys (3.7%) as among girls (0.9%).

ASD is reported to occur in all racial and ethnic groups.

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National Institute of Mental Health (NIMH)

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Definition

Autism spectrum disorder (ASD) is characterized by:

Ongoing social problems that include difficulty communicating and interacting with others

Repetitive behaviors as well as limited interests or activities

Symptoms that typically are recognized in the first two years of life

Symptoms that hurt the individual's ability to function socially, at school or work, or other areas of life

Additional information can be found on the NIMH Health Topics page on Autism Spectrum Disorder and on the Centers for Disease Control and Prevention (CDC) Autism Spectrum Disorder web page.

Prevalence of ASD

Prevalence data for ASD comes from the CDC's Autism and Developmental Disabilities Monitoring (ADDM) Network.

The table below shows data from the most recent ADDM Network prevalence estimates (published December 2021). Data were collected from health and special education records of 8-year-old children living in 11 areas of the United States during 2018.

Across the CDC surveillance sites, an average of 1 in every 44 (2.3%) 8-year-old children were estimated to have ASD in 2018.

ASD is 4.2 times as prevalent among boys (3.7%) as among girls (0.9%).

ASD is reported to occur in all racial and ethnic groups.

Table 1

*The percent (i.e., rate per 100) was calculated by NIMH.
** Please see the measurement caveats regarding age below.
***All other groups are non-Hispanic.

Data Sources

Maenner MJ, Shaw KA, Bakian AV, et al. Prevalence and Characteristics of Autism Spectrum Disorder Among Children Aged 8 Years - Autism and Developmental Disabilities Monitoring Network, 11 Sites, United States, 2018. MMWR Surveill Summ 2021;70(No. SS-11):1-16. https://www.cdc.gov/mmwr/volumes/70/ss/ss7011a1.htm

The ADDM Network is a group of programs funded by the CDC to estimate the number of children with ASD and other developmental disabilities living in different areas of the United States. The ADDM Network prevalence estimates are based on data collected from health and special education records of 8-year-old children living in 11 areas of the United States during 2018.

Measurement Caveats

ASD prevalence estimates and median age of identification vary widely across sites and states. The final numbers only represent averages from across the states included in the ADDM Network. These data may not be interpreted as applying to the overall U.S. prevalence rate for ASD.

The data were collected only for 8-year-olds. These data may not be extrapolated and applied for other age cohorts.

Last Updated: January 2022

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An overview of statistics for autism spectrum disorder (ASD), which is characterized by: ongoing social problems that include difficulty communicating and interacting with others; repetitive behaviors as well as limited interests or activities; symptoms that typically are recognized in the first two years of life; symptoms that hurt the individual's ability to function socially, at school or work, or other areas of life.

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3) Why is Assistive Technology important? 

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3) Why is Assistive Technology important? 

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We are living in the 21st century. Technology has developed so quickly in the last twenty years that not relying on it to boost the learning process in students would be negligence. According to this page, AT helps promote independence, expand communication, and increase social interactions.

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National Association of Special Education Teachers: Autism SPECTRUM DISORDER SERIES "Assistive Technology for  Students with Autism Spectrum Disorders."

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National Association of Special Education Teachers: Autism SPECTRUM DISORDER SERIES "Assistive Technology for  Students with Autism Spectrum Disorders."

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Assistive Technologies

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3) Why is Assistive Technology important? 

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3) Why is Assistive Technology important? 

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It is important to take into consideration that deaf and hard of hearing students need to use different technologies that allow them to continue with their learning. Technologies and accommodations should be mandatory in all learning centers to provide all students the tools to continue learning.

Cochlear implantS, for example, are not available for everyone, so how to adapt the classroom for this students.

Making them feel as comfortable as possible will help to their performance and development through learning; that should be the goal.
Make sure to have a clear line of sight so everything that is in the front is visible.

Having Caption or interpreted video could be really useful. Make sure that the speed of the video makes it easy for the student to read and understand.

Interpreters are not always available, but when you have one try to give enough pauses for everyone to understand. Also give moments for all the students participate.

Adapting your class for special needs students will make them feel comfortable and empowered to continue their way in learning.

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Yellow Dynamic Business Plan Flowchart Diagram Mind Map

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Check out this Brainstorm designed by diana dominguez.

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Nowadays, information about mental health is available for virtually everyone. Unfortunately, there are many disorders that have not been entirely qualified by experts. For instance, it was not until less than a decade ago that psychiatrist noticed there was a difference between Borderline and Bipolar disorder. This caused that many people took the "wrong" medication, thus enhancing disturbed behavior even more.

In my own words, Emotional and Behavioral Disorders refer to a set of different conducts that happen in a person, not impairing their cognitive processes, but rather covering them in a layer of painful experiences that become a priority before anything else, especially when it comes to children. Depression, for instance, will not allow the person suffering from it to focus on their tasks at work or school.

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The U.S. Department of Health and Human Services' (DHHS') 1999 report, Mental Health: A Report of the Surgeon General, estimates that at least one in five (20%) children and adolescents has a mental health disorder at some point in their life from childhood to adolescence.¹ At least one in 10 (10%), or about 6 million people, has a serious emotional disturbance at some point in their life. Information taken from here.

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Estimating the Prevalence of Early Childhood Serious Emotional/Behavioral Disorders: Challenges and Recommendations

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3) Why is Assistive Technology important? 

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3) Why is Assistive Technology important? 

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We are living in the 21st century. Technology has developed so quickly in the last twenty years that not relying on it to boost the learning process in students would be negligence. According to Matthew Lynch : "The right tools might assist students when it comes to better organizing their tasks and coping with the demands of the classroom setting."

The presentation embedded here offers information regarding the different aspects that have to be taken into consideration in order to identify ED in students. Even if it is from 2015, it is a good resource to approach the topic. It also offers a few Assistive Technology options that seem to be relevant seven years after this presentation was created (by Whitney Pace).

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Assistive Technology for Emotional and Behavioral Disorders

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Students with EBD Other common characteristics and behaviors include: Hyperactivity (short attention span, impulsiveness) Aggression or self-injurious behavior (acting out, fighting) Withdrawal (failure to initiate interaction with others; retreat from exchanges of social

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The following resources can be used in the classroom, at home, or in your planning process.

Printable Charts

Motivaider (this is probably worked like an Alexa today)

Calm app (for iOs only)

Planner you can even play Kahoot! to review.

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Emotional Disturbance

Assistive Technology

Playlist to Focus and Reduce Anxiety Levels and

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398- How Emotional Dysregulation & ADHD Complicate Teen Relationships

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Listen to this episode from ADHD Experts Podcast on Spotify. The ability to regulate emotions exists on a continuum, and teens with ADHD are twice as likely as their neurotypical peers to struggle with emotional dysregulation. Learn evidence-based interventions proven to help from Ellen Littman, Ph.D.

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A specific learning disability is a disorder that interferes with a student's ability to listen, think, speak, write, spell, or do mathematical calculations. ¹ Students with a specific learning disability may struggle with reading, writing, or math. ²

The term "specific learning disability" is commonly used in federal and state law, the Diagnostic and Statistical Manual of Mental Disorders (DSM), and by many private and public schools. ³

63% Of people know someone who has a learning disability⁵

43% Of people wrongly think that learning disabilities are correlated with IQ⁵

10-15% Of school-aged children have a learning disability⁴

types of specific learning disabilities

"Specific learning disability" is an umbrella term that can describe many different types of learning issues. An educational evaluation may show that your child has a specific learning disability in a certain subject area.
For example:

A specific learning disability in reading, also known as dyslexia

A specific learning disability in writing, also known as dysgraphia

A specific learning disability in mathematics, also known as dyscalculia

signs of specific learning disabilities

Persistent difficulties in reading, writing, arithmetic, or mathematical reasoning⁵

Inaccurate or slow and effortful reading or writing⁵

Poor written expression that lacks clarity⁵

Difficulties remembering number facts⁵

Inaccurate mathematical reasoning⁵

What to Do if You Notice Signs of a Specific Learning Disability

What to Do if Your Child is Diagnosed with a Specific Learning Disability

Get to Know Your Child's Specific Diagnosis

The more you know about your child's specific learning disability, the more you can do to help. Develop a deep understanding of your child's diagnosis, as well as his or her strengths.

For more information on specific diagnoses, see Churchill's learning disability guides, including:

Common Specific Learning Disability Myths

Myth:Smart students don't have specific learning disabilities.

Specific learning disabilities and IQ are not connected, and many individuals who struggle with reading, writing, or math are bright and successful students.

Myth:All specific learning disability diagnoses are the same.

"Specific learning disability" is an umbrella term that can describe many different types of learning issues including dyslexia, dysgraphia, and dyscalculia. Different types of specific learning disabilities require different interventions.

Myth:Specific learning disabilities are rare.

According to the National Institutes of Health, approximately 10-15% of school-aged children have a learning disability. ⁴

Myth:If my child is struggling in school, he or she probably has a specific learning disability.

The only way to find out whether your child has a specific learning disability is by completing a full educational evaluation. You can request this testing through your public school, or through a private evaluator.

Myth:Specific learning disabilities are a result of a poor diet or too much TV.

Specific learning disabilities are brain-based disorders, and are not caused by external factors such as diet or activity.

Additional Resources on Specific Learning Disability

Shop through AmazonSmile and Amazon will donate 0.5% of your purchase to Churchill.

References

1. IDEA - Building The Legacy of IDEA 2004. Retrieved from http://idea.ed.gov/explore/view/p/,root,statute,I,A,602,30

2. What's the Difference Between Learning Disabilities and Learning and Attention Issues? Understood. Retrieved from https://www.understood.org/en/learning-attention-issues/getting-started/what-you-need-to-know/difference-between-learning-disabilities-and-learning-and-attention-issues

3. Types of Learning Disabilities. Learning Disability Association of America. Retrieved from https://ldaamerica.org/types-of-learning-disabilities/

4. Lowell, S. C., Felton, R. H., & Hook, P. E. Basic Facts About Assessment of Dyslexia: Testing for Teaching

5. Cortiella, Candace and Horowitz, Sheldon H. The State of Learning Disabilities: Facts, Trends and Emerging Issues. New York: National Center for Learning Disabilities, 2014, from http://www.ncld.org/wp-content/uploads/2014/11/2014-State-of-LD.pdf

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What is a Specific Learning Disability? | Symptoms & Strategies

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A specific learning disability is a disorder that interferes with a student's ability to listen, think, speak, write, spell, or do mathematical calculations. 1 Students with a specific learning disability may struggle with reading, writing, or math.

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Teaching strategies for students with a Specific Learning Disability

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Teaching strategies for students with a Specific Learning Disability

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Students with a specific Learning Disability (SpLD) typically benefit from a range of inclusive teaching strategies to support with their sense of educational inclusion. Strategies are best identified in consultation with the individual student and a review of their strengths, weaknesses and processing preferences as identified in their SpLD assessment. The below facts and strategies are not an exhaustive list however serve as a useful starting point for the educational inclusion of students with SpLD-related barriers.

Key facts:

Approximately 10% of the population present with indicators of an SpLD

Not all students with an SpLD will have a formal diagnosis

Students with an SpLD have average to above average intelligence and typically have well developed strengths that assist in overcoming learning barriers

Many tertiary students with an SpLD have received limited or disempowering support during their primary and secondary education

Each student with an SpLD will present with unique strengths, weaknesses, processing preferences and learning barriers

An SpLD diagnosis provides useful information to explain specific learning barriers, strengths and support strategies. In contrast, students without a diagnosis that have been grouped into the broad non-diagnostic learning difficulty category are often provided with inappropriate interventions due to the lack of clarity in regard to their specific learning barriers (Macdonald, 2009, Taylor et al., 2010; Webber, 2016). The most effective support strategies for students with specific learning disabilities are interventions that are flexible (Fry, 2015, Taylor et al., 2010), harness strengths (van Swet et al., 2011) and build on areas of weakness (Rath & Royer, 2002). With the provision of relevant inclusive supports, students with SpLDs are typically more likely to possess a positive self-identity and experience improved life outcomes (Goldberg, Higgins, Raskind & Herman, 2003; Leveroy, 2013; Raskind et al., 2002; Webber, 2016).

Adjusting teaching strategies to cater for all learners, including those with an SpLD, ensures compliance with the Australian Disability Discrimination Act (1992) and the Disability Standards for Education (2005). A reasonable adjustment is best determined in consultation with the student and is implemented to address disability-related barriers in order to create a level playing field for all learners. Adjustments to cater for students with SpLDs are regarded as effective when they do not water down assessable tasks but rather deliver content in a manner that ensures students with SpLDs comprehend knowledge delivered to the entire class. This ensures that the inherent requirements of the course are taught and academic integrity is maintained.

Tips for inclusive teaching strategies that engage students with SpLDs:

Provision of additional time to complete tasks

Leniency on spelling and grammatical errors in exam situations

Extensions to course work due dates

Provision of audio recorded lectures

Class handouts / lecture presentations provided online prior to the scheduled class

Flexibility in assessments i.e. oral presentation, slide presentation, portfolio or project

Opportunity to submit assessment drafts for feedback and guidance

Provision of audio or word processed assessment feedback

Group work activities where students with an SpLD are able to focus on their strengths

Students who are not confident reading excused from reading out loud in class

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Teaching strategies for students with a Specific Learning Disability (SpLD)

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Students with a specific Learning Disability (SpLD) typically benefit from a range of inclusive teaching strategies to support with their sense of educational inclusion. Strategies are best identified in consultation with the individual student and a review of their strengths, weaknesses and processing preferences as identified in their SpLD assessment.

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This is a more extensive definition to this disability category:

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This is a more extensive definition to this disability category:

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Other health impairment is a disability category included in the Individuals With Disabilities Education Act (IDEA). It covers a variety of conditions, diseases, disorders, and injuries that substantially affect a student's strength, vitality, or alertness.

To be identified with an "other health impairment," the student's condition must cause a substantial impact on his educational performance. The student may qualify for special education services to help them learn and succeed. You may see "other health impairment" abbreviated as OHI.

What Is Other Health Impairment?

Other health impairments may be caused by chronic or acute health problems, meaning they can be ones that will last for a long time (or life) or ones that result from an illness or accident but improvement is expected. The condition would be expected to have an impact for at least 60 days.

Examples given in the Act include asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia, and Tourette syndrome. This list does not include all possible health issues that could result in a diagnosis of other health impairment.

Some of these conditions can be managed with medication and are less likely to have a substantial impact on learning ability. The designation only applies when the student's ability to progress in a typical classroom is affected by their debility. This designation allows the student to get access to the special education services they need.

The OHI category covers many conditions not already spelled out as disabilities in the IDEA. Examples of other disabilities that already have their own categories in IDEA are autism, blindness, deafness, emotional disturbance, mental retardation, orthopedic impairment, specific learning disability, speech or language impairment, and traumatic brain injury. These are already separately listed and therefore are not OHI.

The OHI category includes a "heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment."﻿﻿ A student with attention deficit disorder, for example, who is distracted by the everyday classroom environment and who cannot pay attention may qualify for special education under the Other Health Impairment category if the problem is severe enough to affect his learning. ADHD is one of the most common conditions that result in referral for special education services as an OHI.﻿﻿

OHI and Special Education

In 2010-2011, 11% of special education students were classified under Other Health Impairments. By 2018-2019, the number of special education students under this classification grew to 15%.

Eligibility for Diagnosis

The IEP Committee of a school would consider a medical statement of the student's impairment. It should be permanent or expected to last for more than 60 days. The condition would be affecting the student's strength, vitality or alertness in the classroom environment and it has an adverse effect on their educational performance. Evaluations may be done assessing educational performance and identifying the student's needs for special education.

By Ann Logsdon
Ann Logsdon is a school psychologist specializing in helping parents and teachers support students with a range of educational and developmental disabilities.

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Other Health Impairment Disability Category for Special Ed Students

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Other health impairment is a disability category included in the Individuals With Disabilities Education Act (IDEA). It covers a variety of conditions, diseases, disorders, and injuries that substantially affect a student's strength, vitality, or alertness. To be identified with an "other health impairment," the student's condition must cause a substantial impact on his educational performance.

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Traumatic Brain Injury (symptoms, causes)

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Traumatic Brain Injury (symptoms, causes)

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A short video about TBI symptoms, causes, and treatments.

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Data and Facts about Traumatic Brain Injury 

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Data and Facts about Traumatic Brain Injury 

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In this infographic about Traumatic Brain Injury (TBI) data is shown about the incidence of this health problem: children, teenagers and the elderly are most likely to suffer TBI, as explained in the other infographic below.

75% of Traumatic Brain Injuries occur when conscious and, according to CDC (Communicable Disease Center) more than 1.7 million TBI occur every year, 52,000 result in death, and 275,000 require hospitalization.

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This infographic shares information about traumatic brain injury: symptoms, causes, how affects children and teenagers, and teaching strategies for students struggling with traumatic brain injury.

Author: Guillermo E. Castellanos Enriquez

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Nice and easy-to-understand video about traumatic brain injury: what is it? which are the symptoms? which are the treatments?

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Other Health Impairment: Students wit Disabilities

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Other Health Impairment: Students wit Disabilities

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Short video about this category OHI

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Other Health Impairment: Students wit Disabilities

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What is visual impairment?

A visual impairment refers to loss of vision or the decreased ability to see at a 'normal' level. The WHO estimate that there are approximately 1.3 billion people in the world living with some form of visual impairment. Visual impairment can be mild or severe, or refer to a complete loss of sight (blindness). Roughly 1.87 million people in the UK live with sight loss that has some kind of impact on their daily lives.

What are the causes of visual impairment?

The leading causes of visual impairment on a global scale are:

The risk of visual impairment increases with age, as many visual impairments are connected to conditions occurring in old age. Diabetics and those who smoke are also at greater risk of developing a visual impairment.

What are the symptoms of visual impairment?

Symptoms depend on the cause of the specific impairment, however some signs that may point to a visual impairment include:

Seeing floating shapes across your vision, e.g webs or lines

Seeing halos of light or flashes of light

Changes in iris colour

Blurred vision

Double vision

Sudden pain in the eye

Recurrent pain in or around the eye

Sudden change in vision

Painful sensitivity to light

Visual impairments may also cause problems with everyday activities, for example you may find that you bump into things more frequently, or you have trouble walking downstairs/upstairs, or over uneven surfaces.

You may also find that reading becomes more difficult - you may notice that you have to hold material closer to your face, or you find it difficult to read in low light.

What is the treatment for visual impairment?

Treatment for visual impairment depends on the type of impairment itself. For example, refractive error can be corrected with glasses or the use of contact lenses, but other conditions, such as glaucoma, may need managing in other ways. Visual impairments may be treated through optical aids, medication, or surgical procedures such as laser eye surgery or glaucoma surgery.

Is there any way to prevent visual impairment?

The WHO estimates that roughly 80% of visual impairment cases worldwide are avoidable. Refractive error can be corrected with glasses (or contact lenses) and there are certain surgical procedures which can restore vision (e.g in cataracts). You can reduce your risk of developing a visual impairment by not smoking, and, if you are diabetic, following your doctor's advice to monitor the condition.

Regular eye checks are recommended to spot the signs of visual impairment early on, particularly in older age.

Which specialist treats visual impairment?

An ophthalmologist (eye doctor) typically treats and manages visual impairments.

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Visual impairment: what is it, symptoms and treatment | Top Doctors

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A visual impairment refers to loss of vision or the decreased ability to see at a 'normal' level. The WHO estimate that there are approximately 1.3 billion people in the world living with some form of visual impairment. Visual impairment can be mild or severe, or refer to a complete loss of sight (blindness).

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We can refer Orthopedic impairment as any condition such as cerebral palsy, muscular dystrophy or a traumatic injury that adversely affects the child's ability to access their education. The find it extremely difficult to become part of  their environment, increase independence and interact socially with their peers. Most orthopedic impaired children can´t access therapies offered by private instututions and tend to look for the government sector which in the long run it affects economy as well.
Assistive technology is any object or device that gives an individual more access to the general class environment. School accommodations and sometimes modifications are required to please their needs. Teachers play such an  important role to create an impact on their lives. Besides additional or separate evaluations or assessments that are necessary to identify the child’s educational needs differentiation strategies are also required.

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Teaching Strategies for Students with Orthopedic Impairments

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The definition of orthopedic impairment under IDEA means a severe orthopedic impairment that adversely affects a child’s education performance. Causes include: genetic disease injury birth trauma burns fractures cerebral palsy amputation There are 3 classifications that an orthopedic impairment can…

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They´re just like us.

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TALK TO ME | Physical Disability Awareness

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This is a Guidance for Determining Eligibility for Special Education Students  with  Other Health Impairment  published on August 2020

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This is a Guidance for Determining Eligibility for Special Education Students  with  Other Health Impairment  published on August 2020

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Multiple Disabilities is the simultaneous occurrence of two or more disabling conditions that affect learning or other important life functions. These disabilities could be a combination of both motor and sensory nature.

Multiple Disabilities could be two different types of physical disabilities, two different mental disabilities, or a combination of physical and mental disabilities. Common examples of Multiple Disabilities are:

Intellectual disability and blindness

Mental retardation and orthopedic impairment

Locomotor disability and speech impairment.

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Assistive Technology for Children with Multiple Disabilities

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Assistive Technology for Children with Multiple Disabilities

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Skip to content

Digital Literacy is defined as the ability to use information and communication technologies to find, evaluate, create, and communicate information, requiring both cognitive and technical skills. What is digital literacy for students who have multiple disabilities? Can students who are unable to read and write using traditional methods have digital literacy? The answer is a resounding YES! Technology can break down barriers in the classroom and out in the world.

As teachers of the visually impaired (TVIs) we are well aware of screen readers, magnification options and other accessibility features that are available now on tablets, computers and smart phones that enable an academic visually impaired or blind student to access and complete assignments. We are also aware of and incorporate basic cause and effect apps and other basic apps geared for very young students, CVI students, and students who are currently using technology at a very basic level. However, what about the student who falls somewhere between these two groups? The student who, after initial instruction and guidance, is able to complete simple tasks independently? The student who may not be able to read or write but cognitively is ready to move forward?

Screen readers are powerful tools for students with strong cognitive abilities. However, screen readers change the gesture set, requiring students (and teachers/families) to learn new gestures. These gestures can be complicated for many students with multiple disabilities. Another option for some tasks is to use the device's built-in Intelligent Assistant, such as Siri (iOS), Google Now or Cortana. With the advancement of artificial intelligence, many tasks can be accomplished with students simply telling the digital assistant what to do! Many of our students with multiple disabilities have some functional vision. The strategies listed below are geared for students with multiple disabilities who have some functional vision; however, many of these same strategies will also work with students who are blind.

First Steps

Simplify the Home screen
Limit the Home screen to a few of the most frequent apps that your student uses

Accessibility of Home screen

Enlarge the app icons (Android only)

Create non-cluttered, high contrast Home screen background (wallpaper)

Learn more about settings for various devices with AbilityNet's set-by-step directions.

The video below describes how to enlarge the icons and create a black background for Android devices. Note: The video was made with senior citizens with visual impairments in mind; however, the same principals apply to students with low vision.

Intelligent/Digital Assistant

Learn about Intelligent Assistants: what they can do and how to word your command. Teacher Hint: "Intelligent Assistant" is a mouthful; encourage students to use the proper name, such as "Siri" or possibly, "digital assistant". Learn about the most popular digital assistant commands:
Google Now Commands Cortana Commands Siri Commands
Want to see these digital assistants in action? Do an Internet YouTube search for your digital assistant! Example: Search for, "Siri, Youtube".

Tasks

Initially choose one or two classroom tasks and find a corresponding app geared for a child. The first few tasks will depend on your student's interest and abilities. The task might be part of the daily circle time activity that includes calendar activities and weather. The student may simply ask their "digital assistant", "What is the weather today?" The student can ask different questions, such as, "Will it rain today?" and "What is the temperature?" Students can also ask calendar questions - simple questions such as, "What day of the week is it?" to more complex questions like, "What day of the week is Christmas?" The student may then use a digital assistant to record the weather on the calendar app. This activity leads to setting an appointment and checking an appointment on the calendar app.
How to Create a Calendar Event with Siri
The video below shows how to use Siri to set a calendar appointment.

Students can also use Siri to create "To do Lists" using the native Reminders app. This is a great way to list homework assignments or other list type-tasks.

Students can learn to send a text message to his/her teacher, peer or family member.

Teacher Hint: During a classroom discussion, have the students text answers to you! If you want the students to hear each texted answer, turn on your screen reader, so that each text is read aloud as you receive it. This provides students with opportunities to listen for their answer and peer answers; it may also encourage students to text their answer quickly! Or, you can also model using the digital assistant, by asking the digital assistant to read aloud the student's text.

Steps to send an text message with Siri:

Have the student learn to ask the digital assistant to read an assignment aloud. Using a digital assistant is a great foundation skill for dictation to "write" a longer story or to answer questions on a digital assignment. Use the digital assistant to email the document back to his/her teacher.

Raise Expectations

When students are not able to write in the traditional manner (with paper/pencil or keyboarding skills with a device), it is time to be creative! The goal for older students especially is to be able to share ideas and to learn the content. The physical ability to read and write are a means to accomplish those goals.

Cody is visually impaired, traumatic brain injury high school student who is not able to read or write in a traditional way; however, he can dictate stories and can answer multiple choice questions using modified techniques. Check out two of Cody's post on Paths to Technology: Learning Life Skills Through Technology and how he is able to answer questions using iBooks, in Cody's O&M Adventures post.

The video below shows apps that are age appropriate. Note this video was created about technology apps used by a senior citizen who is visually impaired: however the same principals apply to students with disabilities.

Checkers

Indigo (virtual assistant that reads aloud news headlines around the world)

Youtube - watch and listen to videos on various

Skype (video calls)

Google Voice (set a timer, calculator, read messages, answer general knowledge questions)

What'sUp (messaging app)

Think outside the box on ways to use features on tech to enable every student to complete academic tasks and functional daily living skills as independently as possible. Please share how you incorporate tech into daily activities and any strategies on how you modify the activities!

By Diane Brauner

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Digital Literacy for Students with Multiple Disabilities - Perkins School for the Blind

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Skip to content Digital Literacy is defined as the ability to use information and communication technologies to find, evaluate, create, and communicate information, requiring both cognitive and technical skills. What is digital literacy for students who have multiple disabilities? Can students who are unable to read and write using traditional methods have digital literacy?

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Supporting Young Children With Multiple Disabilities: What Do We Know and What Do We Still Need To Learn?

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Young children with multiple disabilities have unique needs and challenges. Many of these young children struggle to communicate their wants and needs, to freely move their body to access and engage their world, and to learn abstract concepts and ideas.…

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1. Centers for Disease Control and Prevention (CDC). Identifying infants with hearing loss - United States, 1999-2007. MMWR Morb Mortal Wkly Rep. 59(8): 220-223.
Vohr B. Overview: infants and children with hearing loss—part I. Ment Retard Dev Disabil Res Rev. 2003;9:62–64.

2. How are the terms deaf, deafened, hard of hearing, and hearing impaired typically used? How are the terms deaf, deafened, hard of hearing, and hearing impaired typically used? | DO-IT. (n.d.). Retrieved September 12, 2022, from https://www.washington.edu/doit/how-are-terms-deaf-deafened-hard-hearing-and-hearing-impaired-typically-used

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Traumatic Brain Injury (TBI) can be defined as an injury to the brain caused by an external force. It can be classified based on severity and can result in physical, cognitive, social, emotional, and behavioral symptoms. The outcome of TBI can range from complete recovery to permanent damage or death.

In my own words can be defined as a head/brain contusion that affects the tissue of the brain and can cause a wide array of symptoms ranging from emotional, and physical to cognitive. Recovery is possible depending on the severity of the injury.