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References Emotional Disturbance. Karen B. 

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References Emotional Disturbance. Karen B. 

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Emotional or behavioral disorders . SlideToDoc.com. (n.d.). Retrieved November 6, 2021, Available at: https://slidetodoc.com/emotional-or-behavioral-disorders-definitions-and-characteristics-important/.

Emotional disturbance. Center for Parent Information and Resources. (n.d.). Retrieved November 6, 2021,
Available a: https://www.parentcenterhub.org/emotionaldisturbance/.

Li F. Greif J, Ronald C. Kessler Alan M. (2010) Estimating prevalence of serious emotional disturbance in schools using a brief screening scale

Retrieved November 6th, 2021. (Online) Available at: https://www.ncbi.nlm.nih.gov/pmc/articles/mid/NIHMS424040/

Bath, P. (2014, May 1). Emotional disturbance in the classroom: Don't give up on Bobby. YouTube. Retrieved November 6, 2021, from https://www.youtube.com/watch?v=pJFAUAutxBA.

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Estimating prevalence of serious emotional disturbance in schools using a brief screening scale

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Information about the prevalence of serious mental illness (SMI) among adults or serious emotional disturbance (SED) among youth in small domains such as counties, states, or schools is valuable for mental health policy planning purposes, but prohibitively ...

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Some of the assistive technologies for students that face behavioral disabilities are:

Text-to-Speech Software: Help the student to not get frustrated easily while reading. Audio books are beneficial because the student is not under stressed and prevents them from trying to engage too many brain systems at one time.

Reminder Devices: Students tend to get distracted very easily, their mind may wander during lessons. A  reminder that involves a sound (alarm, a bell, clapping) in the classroom might help him to stay on task and to bring their attention back if needed.

Talk Light: A loud voice or too much information at a time can increase the student frustration the overstimulation from their environment can become a major trigger for their behavior problems.Teachers should be mindful with the tone of voice they use in the classroom

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Dyslexia is not a learning disability that a child will outgrow, so it’s important to pursue a diagnosis and strategies to improve reading ability. The testing process is different for adults than for children. It is possible to identify potential reading problems in young children even before the problems turn into reading failure.

Screening tests, such as Predictive Assessment of Reading (PAR), Dynamic Indicators of Basic Early Literacy Skills (DIBELS), Texas Primary Reading Inventory (TPRI), and AIMSweb screening assessments, are developed by researchers to use in schools beginning Kindergarten in order to locate those students who are “at-risk” for reading difficulty. Preventive intervention should begin immediately, even if dyslexia is suspected. The child's response to these interventions will help determine if special education services are necessary.

Before second grade, it is more important than the evaluation focus on the components of reading development such as family background, intelligence, oral language skills, word recognition, decoding, spelling, Phonological processing, Automaticity/fluency skills, Reading comprehension, and Vocabulary knowledge.

Reference:

Testing and evaluation. International Dyslexia Association. (2015, June 11). Retrieved November 6, 2021, from https://dyslexiaida.org/testing-and-evaluation/.

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Contents
Introduction Free Dyslexia Questionnaire Dyslexia Screening Formal Assessment
Introduction

The National Institute of Health has found dyslexia is identifiable from age 5.5 years with 92% accuracy. Dyslexia occurs in 1 in 5 people and the earlier identification and intervention can begin, the less the long-term effects will be. Dyslexia is not just letter reversal, there are many different types of dyslexia that can affect many different things, such as organization, memory and processing speed.

There are many different routes you can take in the identification of dyslexia and subsequent intervention. While educational psychologists and professional assessments are the only way to achieve a formal diagnosis, a screening tool that can give you a research-based and accurate indication can help the process along.

In collaboration with the British Dyslexia Association, Nessy has created a free online questionnaire for 5-7 year olds. The free test can help identify a student at risk of dyslexia. A more formal screening test such as our Dyslexia Quest application can be used as a follow up.

Nessy, in collaboration with the Bristol Dyslexia Center, dyslexia specialists and professionals in the field have created our own online dyslexia screener. Dyslexia Quest screens 6 areas of working and learning ability, creating a detailed report that displays indicators of dyslexia and an assessment of the child's strengths and weaknesses.

More information can be found on our product page.

A formal diagnosis can only be given by a professional in the field such as an educational psychologist. Any online test claiming to be able to give a definitive diagnosis is misleading, online screeners provide indicators only.

The Reading Center has been serving children of the Permian Basin for more than 9 years and helped hundreds of children gain reading success. It is the only private tutoring Center specializing in helping children with dyslexia. Now the Reading Center has joined forces with Nessy, to bring award winning learning resources that benefit children of all abilities.

If you're concerned that your child may have dyslexia then this questionnaire is the ideal first step towards identification. You'll receive your results plus a free copy of our e-book 'Dyslexia Explained'.
Try now...

Screen for dyslexia in 20-minutes. Children will play 6 games that test ability in areas of working & learning memory and you'll receive a detailed report of the results.
Read more...

Read with your child and help them develop an understanding of their dyslexia. Look at the different types, celebrities and how your dyslexia makes you unique.
Read more...

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Introduction Free Dyslexia Questionnaire Dyslexia Screening Formal Assessment The National Institute of Health has found dyslexia is identifiable from age 5.5 years with 92% accuracy. Dyslexia occurs in 1 in 5 people and the earlier identification and intervention can begin, the less the long-term effects will be.

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Possible Assistive Technology & Accommodations:

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Possible Assistive Technology & Accommodations:

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Text to Speech: this technology allows dyslexic students to listen to words while scanning the text or visualizing the narrative. This technology helps improve reading speed and comprehension and develop visualization skills. There is a variety of these resources available such as voice typing, Natural readers, Raz-kids, and Read out loud.

Speech to Text: Speech to text software takes the spoken word and translates it into text. Individuals with dyslexia can speak into a microphone and their words appear on the screen. With this app spelling is no longer a barrier to writing, however, users have to learn to speak their punctuation, or “new paragraph” as needed. Some of these apps Co-writer Universal, TalkTyper, and Dragon Naturally Speaking

Audio Recorders: writing or taking notes can be a challenge for dyslexic students, this technology can be very useful. An audio recorder can record class content, so information can be reviewed later. This enables individuals with dyslexia to focus on the content instead of writing and spelling.NoteTalker, Audio Notetaker, and Smartpen are types of audio recorders to use.

Timers and Metronomes such as Standard Metronome, Drum Beat Metronome, and Stopwatch and timer are good tools to use with students who struggle with attention and stamina. Timers and metronomes can help students focus and provide motivation.

All these assistive technologies provide material accommodations that enhance the learning of diverse students. Besides these tools teachers could also help students with dyslexia by using step-by-step instructions, simplifying directions, and if directions contain several steps teachers should break them down into parts. Underlining or highlighting the significant parts of the directions could also be helpful. Teachers should also maintain a daily routine as students with dyslexia need to know what they are expected to do. Also, the teacher can reduce the amount of work when it appears discouraging or overwhelming.

Reference

Assistive technology for dyslexia. Good Sensory Learning. (n.d.). Retrieved November 6, 2021, from https://goodsensorylearning.com/pages/assistive-technology-for-dyslexia

students with dyslexia in all classroom settings. Reading Rockets. Retrieved November 6, 2021, from https://www.readingrockets.org/article/accommodating-students-dyslexia-all-classroom-settings.

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Experts highlighted different categories of dyslexia to increase the effectiveness of strategies used in classrooms in order to provide the best support for students.

1. Phonological Dyslexia: is the most common type of dyslexia. Individuals with phonological dyslexia struggle to decode or sound out words.

2. Rapid Naming Dyslexia: This type of dyslexia may be linked to reading speed and processing speed for reading. Individuals with rapid naming dyslexia can say the names of the colors, numbers, and letters, but it often takes them much longer to come up with the correct word.

3. Double Deficit Dyslexia: These two aspects often include naming speed and identifying the sounds in words. This type of dyslexia is a combination of rapid naming and phonology.

4. Surface Dyslexia: Individuals with surface dyslexia can sound out new words, but fail to recognize familiar words by sight. Experts believe that the brain fails to recognize what a word looks like in order to process the word quickly.

5. Visual Dyslexia: this type affects the ability to learn how to spell or form letters because both processes require the brain to remember the correct letter sequence or shape, impacting the learning process.

6. Primary Dyslexia: This type is genetically inherited.A child whose parents have dyslexia increases the chance that they will also have dyslexia.

7. Secondary Dyslexia: When brain development issues occur in the womb, causing a neurological impairment may result in dyslexia.

8. Acquired Dyslexia: This type of dyslexia is also known as trauma dyslexia because it happens when an injury or disease affects the brain’s centers responsible for language processing.

References:

AH, N. H. (2021, June 20). Learn about the different types of dyslexia & how to identify them. neurohealth arlington heights. Retrieved November 5, 2021, from https://neurohealthah.com/blog/types-of-dyslexia/.

AH, N. H. (2020, March 20). Early signs of dyslexia in children. neurohealth arlington heights. Retrieved November 5, 2021, from https://neurohealthah.com/blog/recognizing-the-early-signs-of-dyslexia-in-children/.

Understanding dyslexia: What are the effects of dyslexia. National Center on Improving Literacy. (2020, March 11). Retrieved November 5, 2021, from https://improvingliteracy.org/brief/understanding-dyslexia-what-are-effects-dyslexia.

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According to the National Institutes of Health (NIH), dyslexia is defined as a brain-based learning disability that specifically affects a person's ability to read by affecting spelling, writing, and comprehension.

Neuroimaging research suggests that individuals with dyslexia may have specific areas of the brain, noted in the left hemisphere, especially the ones associated with important reading processes not developed or functioning in the same ways that they do in individuals without dyslexia

Symptoms of Dyslexia may include:

Learning new words,

Delayed initial speech

Difficulty with rhyming words

Confusing letters for each other

Poor reading fluency

Grammar issues

Poor reading structure

Lack of phonemic awareness

Avoidance of reading aloud

Difficulty copying words from a secondary source

Additionally, it could also include withdrawal from peers, depression, Misbehavior or acting out, self-esteem issues, peer and sibling relationship difficulties, loss of interest in school, or appearing unmotivated or lazy. Recognizing these symptoms can help diagnose the disability sooner, which provides a great opportunity to improve.

References:

Defining dyslexia. National Center on Improving Literacy. (2020, September 1). Retrieved November 5, 2021, from https://improvingliteracy.org/brief/defining-dyslexia.

Neurological considerations for dyslexia. National Center on Improving Literacy. (2020, February 26). Retrieved November 5, 2021, from https://improvingliteracy.org/brief/neurological-considerations-dyslexia.

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Resources for Teachers to Use with Visually Impaired Students

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Resources for Teachers to Use with Visually Impaired Students

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Soure: https://qiat.org/docs/resourcebank/TEBO_VI_Resource_Guide.pdf

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Intellectual Disability: Types of Intellectual Disabilites

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Intellectual Disability: Types of Intellectual Disabilites

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Intellectual disabilities may be genetic, an illness, environmental factors, or issues during pregnancy or birth. Many of these disabilities are on a spectrum. The case may be anywhere from mild to severe.

Some common types of ID are:

Genetic and Chromosomal Conditions

Fragile X syndrome

Down Syndrome

Developmental delay

Fetal Alcohol S

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Some students can use assistive technologies such as specialized glasses that an help them see things they may not be able to see with their natural eye.

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1 Year Later with EnChroma Color Blind Glasses

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Cortical/cerebral visual impairment (CVI) is one of the most prevalent forms of visual impairment in children; however, all individual cases are unique.

One way to teach kids with the leading cause of blindness, is by controlling light, color, and contrast using specialized equipment.

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When most sighted people think "blindness," they think of a world in total blackness. But, this is far from accurate. A variety of eye diseases, genetic disorders, and birth defects, as well as aging or suffering an injury, can interfere with healthy vision. And these visual impairments don't all "look" the same.

For example, here is what 4 different types of blindness might look like:

People who experience total darkness all the time have "total blindness" whereas those who may be able to see some light, colors, and/or shapes are commonly referred to as having "low vision." You might have a blind or blurry spot in the middle of your field of vision. Or your peripheral vision may be impaired. Or maybe, your visual impairment may be one, or a unique combination, of a myriad of other possibilities. Therefore, blindness is a spectrum of visual impairments affecting millions of children and adults worldwide.

CVI: The leading cause of blindness in children

Cortical/cerebral visual impairment (CVI) is the leading cause of blindness in children today.

What many kids with CVI see (No two kids are exactly the same):

What most people see:

Often, people associate blindness with ocular - or eye - impairment. However, CVI is neurological. For kids with CVI, the eye's connection to and in the brain doesn't work correctly. There isn't a cure for CVI, but a child's ability to use his or her vision may improve with the right assessment and educational programming.

This is why Perkins is hard at work designing new ways to teach kids who have CVI. And, we're dedicated to supporting their parents, educating teachers, and collaborating with experts to reach more kids with CVI where they are today.

To help us reach these families and to help them reach each other, we created CVI Now, a website and Facebook Group to help families understand CVI, learn how to help their children every day, and find other families who share their experience.

What learning with CVI looks like

This is one way we teach kids with the leading cause of blindness, by controlling light and contrast using specialized equipment.

The right tools and techniques make it possible for our teachers to help kids retrain their brain to understand what their eyes see.

If caught early, kids with CVI can often improve the use of their vision through controlled environments, use of color and contrast and the dedicated attention of a teacher trained to address this kind of visual impairment.

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What blindness really looks like - Perkins School for the Blind

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When most sighted people think "blindness," they think of a world in total blackness. But, this is far from accurate. A variety of eye diseases, genetic disorders, and birth defects, as well as aging or suffering an injury, can interfere with healthy vision. And these visual impairments don't all "look" the same.

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It is important to develop awareness for these assistive resources for the visually impaired from a young age. The National Federation of the Blind in America created the White Cane Awareness Day to help educate others on what it is like to be considered legally blind.

Source: https://nfb.org/programs-services/blind-equality-achievement-month/white-cane-awareness-day

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There are many resources available to help make learning easier for the visually impaired. 

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Popular Assistive Resources for Visual Impairment

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Popular Assistive Resources for Visual Impairment

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Source: https://collegestats.org/resources/technology-guide-for-people-with-disabilities/

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Classification According to Levels of Functional Vision

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Classification According to Levels of Functional Vision

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For educational purposes, a specially trained teacher must determine that the visual impairment impacts the child’s ability to learn, and this professional determination, with the agreement of the IEP team ensures access to special education services. To implement appropriate classroom accommodations for students with visual impairment, these students are also classified according to their level of functional vision:

Low vision – students use their vision as their primary sensory channel

Functionally blind – students can use limited vision for functional tasks but need their tactile and auditory channels for learning

Totally blind – students use tactile and auditory channels for learning and functional tasks

A third classification system exists is based on the advent of the visual impairment itself:

Congenital – occurs during fetal development, at birth or immediately following birth; visual impairment is present before visual memory has been established

Adventitious – occurs after having normal vision either through a hereditary condition or trauma; visual memory may remain.

Students with congenital visual impairment typically have more difficulty mastering visually strengthened concepts such as spatial orientation and many environmental concepts.

source: http://www.projectidealonline.org/v/visual-impairments/

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The visual impairment definition, prevalence, characteristics, impact on learning, teaching strategies, and more.

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According to the World Health Organization, the International Classification of Diseases 11 (2018) classifies vision impairment into two groups, distance and near presenting vision impairment.

A person’s experience of vision impairment varies depending upon many different factors. This includes for example, the availability of prevention and treatment interventions, access to vision rehabilitation (including assistive products such as glasses or white canes), and whether the person experiences problems with inaccessible buildings, transport and information.

Globally, the leading causes of vision impairment are:

uncorrected refractive errors

cataract

age-related macular degeneration

glaucoma

diabetic retinopathy

corneal opacity

trachoma

There is substantial variation in the causes between and within countries according to the availability of eye care services, their affordability, and the eye care literacy of the population. For example, the proportion of vision impairment attributable to cataract is higher in low- and middle-income countries than high-income countries. In high income countries, diseases such as glaucoma and age-related macular degeneration are more common.

Among children, the causes of vision impairment vary considerably across countries. For example, in low-income countries congenital cataract is a leading cause, whereas in middle-income countries it is more likely to be retinopathy of prematurity. As in adult populations, uncorrected refractive error remains a leading cause of vision impairment in all countries amongst children.

Source: https://www.who.int/news-room/fact-sheets/detail/blindness-and-visual-impairment

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WHO fact sheet on blindness and visual impairment providing key facts, definitions, causes, who is at risk, global and WHO response.

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As an art teacher, being able to see and understanding how students see is quite important. I like to always include this Color Blind Test when discussing and learning about color theory as it helps easily pull out those who struggle to see certain colors. There are many other resources available online to initially pick out those who have some kind of visual impairment.

Cohort members agree that this disability is of high incidence due to many students needing to use glasses in order to correct their vision, but also many who do not get regular adjustments on their prescriptions.

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How color vision is tested:
This test measures your ability to see a pattern based on its color. By testing with different colors we are able to understand which colors you may have difficulty seeing. When a person has color blindness, they are able to see some colors better than others. Depending on which colors are seen, the type and extent of color vision deficiency can be estimated.
Test format:
You will see a series of images composed of dots with varying size and lightness. Look for a shape, such as a number or symbol, which is embedded within the dot pattern. Tap or click the button corresponding to which shape you see. On a computer the keyboard or number pad can also be used.
Should I guess?
Yes! If you think you can see a shape, but are still not 100% certain of your choice, it is better to take your best guess. If you are completely unsure or see nothing, then tap or click the button that says "Unsure" or Nothing". If using the keyboard you can also press "Enter" or "Space" to indicate the "Nothing" response.
What happens if I wear EnChroma glasses while taking this test?
The test is not designed to measure the change in color perception caused by EnChroma glasses. In fact, depending on which glasses you are wearing, results could be worse, or could change in ways that are confusing. This test is intended only as a rapid assessment test to estimate the type and extent of color vision deficiency - it does not measure color vision aptitude or fine color discrimination.
Can the test be used for a child?
Sure! We recommend the following Test Options for testing with children:

Exposure Time Limit: 5 seconds

Test Mode: Symbols

I got different results on a different device, why?
Results may vary depending on the quality of screen on your device. If you have a computer that is older or has a low quality of color rendering, you should change the Display Color Quality to Low in the Test Options. If you have a calibrated 100% gamut area screen, select "Best".

Back to Main Menu

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EnChroma® Color Blind Test | Test Your Color Vision

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How color vision is tested: This test measures your ability to see a pattern based on its color. By testing with different colors we are able to understand which colors you may have difficulty seeing. When a person has color blindness, they are able to see some colors better than others.

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Teaching students with deafblindness. Accessible Campus. (n.d.). Retrieved November 6, 2021 from

https://accessiblecampus.ca/tools-resources/educators-tool-kit/teaching-tips/teaching-students-with-deaf-blindness/

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Teaching Students with Deaf-Blindness - Accessible Campus

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There are many teaching strategies you can use to ensure effective and productive learning environments and experiences for all students, including those with disabilities. Accessible Education[i] is the process of designing courses and developing a teaching style to meet the needs of people who have a variety of backgrounds, abilities and learning styles. Just as […]

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Strategies for Learning for the Deafblind

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Strategies for Learning for the Deafblind

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Deafblindness. Project Ideal Online. (n.d.). Retrieved November 6, 2021, from

http://www.projectidealonline.org/v/deaf-blindness/

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Greater opportunities for deafblind students to access the curriculum have been provided due to technology advances. Many assistive devices developed for the visually impaired can also be used by the deafblind students. These devices include:

Computer adaptations:

Braille translation software

Braille printer

Screen reader

Screen enlargement software

Refreshable Braille display

Adaptive devices:

Braille notetakers

Optical character reader

Electronic braillewriter

Telecommunication Devices

Telecommunication device for the deaf (TDD)

Deafblindness. Project Ideal Online. (n.d.). Retrieved November 6, 2021, from

http://www.projectidealonline.org/v/deaf-blindness/

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Deaf blindness Incidence - Low Incidence

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Deaf blindness Incidence - Low Incidence

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According to Sense International, there are an estimated 15 million people with severe deaf blindness around the world.

Research carried out by World Federation of the Deafblind states that 0.2% of the world’s population lives with a severe form of deaf blindness. Furthermore, another 2% of people throughout the world live with milder versions of this disability.

Understanding deafblindness. Sense International. (n.d.). Retrieved November 6, 2021, from https://www.senseinternational.org.uk/what-we-do/understanding-deafblindness/.

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Definition: Deaf-blindness means concomitant hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for children with deafness or children with blindness.

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Apraxia is a neurological motor speech disorder that makes it difficult to speak.

Apraxia makes certain muscular movements harder to perform

Apraxia is caused by brain disease or damage, this can occur, before during or after birth.

Cleft and Lip Palate

Cleft and lip palates are openings in the lip or the upper part of the mouth.

Cleft and lip palate occurs in unborn children.

It can easily fixed with minimal scarring.

Submucous cleft palates (only in the muscles) may not be noticed until a child begins to speak, in which case their speech may appear more nasal.

Dysarthia is a motor speech impairment caused by muscle weakness.

Dysarthia can occur at birth or after an illness or injury.

Dysarthia causes a change in the speed of speech due to weakened muscles.

Orofacial Myofunctional Disorder

Orofacial Myofunctional Disorder is an abnormal pattern in the movement of the mouth and facial muscles.

Orofacial myofunctional disorders can be caused by allergies, enlarged adenoids or tonsils, extended pacifier or bottle use, thumb sucking, genetic disposition.

Signs and symptoms include; drooling a lot beyond 2, difficulty closing lips to swallow, tongue pushing past teeth (when not talking or using their tongue), overbite or underbite, eating is difficult or messy.

Sometimes speech isn't affected, but most often it causes /s/,/z/, "sh", "zh", "ch" and "j" sounds to sound differently. And /t/, /d/, /n/, and /l/ can be affected due to weak tongue muscles.

Stuttering

Stuttering, stammering or childhood-onset fluency disorder is a neurologically based disorder.

Children who stutter can find internal and external stressor may make the stutter worse.

It is common for children to go through a period of stuttering.

See a speech therapist if stuttering; lasts longer than 6 months, becomes more frequent, starts to stutter late (3 and a half years), occurs with visibiltiy of muscle tightening, avoids talking or there is a family history of stuttering.

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What are the Different Types of Speech and Language Disorders? - SPEECH ROCKET

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Apraxia is a neurological motor speech disorder that makes it difficult to speak. Apraxia makes certain muscular movements harder to perform Apraxia is caused by brain disease or damage, this can occur, before during or after birth. Cleft and Lip Palate Cleft and lip palates are openings in the lip or the upper part of the mouth.

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Assistive Technology Tools & Resources For Students With Disabilities

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Assistive Technology Tools & Resources For Students With Disabilities

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contributed by Brian Neese, Alvernia University

Assistive technology tools are among the least 'celebrated' but most crucial tools in K-12 education today.

According to the National Education Association (NEA), the number of U.S. students enrolled in special education programs has risen 30 percent over the past 10 years. Additionally, the NEA reports that nearly every general education classroom in the country includes students with disabilities, as three out of every four students with disabilities spend part or all of their school day in a general education classroom.

One tool to help students with disabilities even in the face of a special education teacher shortage is assistive technology. Today, assistive technology tools can help students with certain disabilities learn more effectively. Ranging in sophistication from 'low' technologies such as a graphic organizer worksheet to 'high' technologies including cutting-edge software and smartphone apps, assistive technology is a growing and dynamic field. Several areas of assistive technology and sample products may be found in any given classroom, making a difference in how students of all abilities learn.

See also 30 Examples Of Assistive Technology In The Classroom
Background On Assistive Needs & Supporting Technology Assistive Technology Module
This isn't a tech tool but a short kind of 'course' that offers an overview of assistive technology (AT) and explores ways to expand students' access to it in the classroom

Assistive Technology Act (AT Act)

A summary of the Assistive Technology Act and its consequences for educators.
AEM Student Summary Worksheet
A resource that, for example, helps teachers "think about whether the student 1) can gain information from print-based educational materials used across the curriculum by all students, 2) needs materials in a specialized format, or 3) needs modified content or alternative materials."
Text-To-Speech Assistive Tools
As an assistive technology, text-to-speech (TTS) software is designed to help children who have difficulties reading standard print. Common print disabilities can include blindness, dyslexia or any type of visual impairment, learning disability or other physical condition that impedes the ability to read. However, other students can benefit from TTS technology, such as children that have autism, attention deficit hyperactivity disorder (ADHD) or an intellectual disability.

The technology works by scanning and then reading the words to the student in a synthesized voice, using a large number of speech sounds that make up words in any given context. With the advances in speech synthesis, TTS technology is more accurate and lifelike than ever.
Tech Matrix
Search a database of nearly 400 products using extensive criteria tailored to assistive and educational technologies.
Kurzweil 3000
The Kurzweil 3000 is a leader in TTS software for individuals that struggle with literacy. In addition to a range of TTS features, the full-featured software program integrates abilities that can help students in other areas, potentially appealing to those who may have a non-print disability or those who may not typically consider a TTS program. Some of the features include:

* Multiple TTS voices

* Support for 18 languages and dialects

* Talking spell-checker

* Picture dictionary graphics for more than 40,000 words

* Text magnification

* Tools for test taking, essay writing, note-taking, reference and more

The Kurzweil 3000 strives to provide students with a multi-sensory approach to literacy learning. It is available for Windows and Macintosh.

Graphic organizers can be effective in helping students to organize their thoughts during the writing process. As an assistive technology, graphic organizers can be a strong choice for students with dysgraphia or disorders of written expressions - particularly the conceptual aspects of writing.

Graphic organizers work by helping the student map out a course of action. Depending on the type of writing, the graphic organizer can prompt the writer to describe an object, chart out a course of events or perform some other task that can help in planning the piece. Graphic organizers vary by type and technological sophistication.
Low-Tech Handouts
Graphic organizers do not need to be technologically advanced; in fact, they can exist in simple handout form.

Sample handouts can be found at the Houghton Mifflin Harcourt Company. The sandwich chart can assist students with paragraph writing. The sequence chart can help with narrative writing and the ordering of events. The sense chart is designed for descriptive writing, where writers are prompted for terms that characterize and express an item. Dozens of other sample charts exist and can help students with virtually any type of writing.
Draft:Builder
Draft:Builder is a writing tool that integrates outlining, note taking and draft writing functions to break down the writing process into three steps. Using a graphical organizer, the program helps the student visualize the project and insert information into the appropriate place without having to conceptualize the whole process. It then automates the process of creating the paper, where the student can drag and drop what is written in each note to the rough draft.

Other features include a talking spell checker that uses TTS technology, a bibliography tool, a dictionary and the ability for teachers to add locked text into the program for further guidance. Draft:Builder is available for Windows and Macintosh.
Assistive Listening Systems
A variety of assistive listening systems, or hearing assistive technology, can help students who are deaf or hard of hearing, as well as those with other auditory and learning problems. According to the National Association for the Deaf, assistive listening systems can be used to enhance the reach and effectiveness of hearing aids and cochlear implants, or by children who do not need those tools but still need help hearing. Assistive listening systems use a microphone, a type of transmission technology and a device for capturing and bringing the sound to the ear. The specific transmission technology used in the system is typically what contrasts one type of assistive listening system from another.
FM Systems
According to the American Speech-Language-Hearing Association (ASHA), FM systems are the best choice for children with sensorineural hearing loss. The most common type of hearing loss for all ages, sensorineural hearing loss occurs when the inner ear (cochlea) or nerve pathways from the inner ear to the brain are damaged.

FM systems work using radio broadcast technology. With a transmitter microphone and a receiver, the teacher and student can maintain a consistent sound level regardless of distance and background noise. Additionally, ASHA notes that the hearing aid microphone can be turned off, so the student can concentrate on the teacher alone.
Sound-Field Systems
Sound-field systems are a strong choice for classrooms that need to assist listening for all children in the class. ASHA notes that these systems benefit not only children that have hearing loss, but those that have other auditory and learning problems, such as language delays, central auditory processing disorder, articulation disorders and development delays. Additionally, sound-field systems can be used for students who are learning English as a second language.

Sound-field systems use a microphone that projects sound through mounted speakers around the classroom. In classrooms that have good acoustics, sound is able to travel evenly throughout space, eliminating problems of distance between the speaker and each listener.
Sip-and-Puff Systems
Sip-and-puff systems are used by students who have mobility challenges, such as paralysis and fine motor skill disabilities. These systems allow for control of a computer, mobile device or some other technological application by the child moving the device with his or her mouth. Similar to a joystick, the child can move the controller in any direction and click on various navigational tools using either a sip or a puff. An on-screen keyboard allows the child to type using the same movements.

Sip-and-puff systems are a type of switch device, which refers to the technology used to replace a computer keyboard or mouse. Other switch devices include buttons or other objects that a student can touch, push, pull, kick or perform some other simple action that can then control the device.
Jouse3
The Jouse3 is a sip-and-puff system that allows children to control a device using any part of the mouth, cheek, chin or tongue. Due to its accuracy and quick response, home users can use it for drawing or computer games. It can mount to the desktop, a bedframe or any other type of structure; it does not require a headpiece or placement on the body of the user.

The product supports Windows, Macintosh, Linux and Unix based computers, in addition to Android and iOS mobile devices. It can support one or two external switches, and has two types of mouthpieces.
Sip-and-Puff Systems From Origin Instruments
Origin Instruments offers a range of sip-and-puff products that students can use to control an electronic device. Using a head mounted or gooseneck user interface, or available tubing for a custom solution, the child can control a mouse, joystick or keyboard with ease. The primary system is powered using USB technology.

The product supports Windows, Macintosh and Linux based computers. Two pressure switches connect the system to the user interface solution for use on electronic devices.
Proofreading Software
Proofreading software is a branch of assistive technology that goes above and beyond the typical proofreading features found in a word processing system, such as correcting words frequently misspelled by students with dyslexia. A number of other features offered within this category can help students work on his or her English skill set to become a more effective and accurate writer.

Although primarily geared towards individuals with dyslexia, proofreading software can be helpful to those with any type of learning disorder that makes writing and reading challenging.
Ginger
Ginger offers several features that can help students with dyslexia and other learning disorders with writing. It is also designed for speakers of languages other than English. Some of the features include:

* Grammar checker that analyzes context to determine any errors or misspellings. For instance, Ginger can recognize whether 'there,' 'their' or 'they're' should be used in a sentence, which is a common mistake in writing.

* Word prediction and sentence rephrasing tools that can be helpful for students learning how to construct sentences properly.

* TTS functionality so students can hear what they've written.

* A personal trainer that provides practice sessions based on past mistakes made by the student.

Ginger is available for Windows and Mac, as well as iOS and Android mobile devices.
Ghotit
Ghotit is specifically designed for students with dyslexia and other learning disorders who have difficulties with writing. The name is inspired by the word "Ghoti," which is a constructed term that illustrates irregularities in the English language. And since many spellings are counterintuitive - especially for those with dyslexia - Ghotit dedicates itself to assisting children and adults who struggle with writing accurately.

It features the ability to learn from the user's past mistakes, personalizing suggestions for spelling and grammatical errors. Ghotit can predict words, check passages of text contextually, read text aloud using TTS technology and recognize split and merged words. It also includes an integrated dictionary for students to quickly look up a word.
Math Tools
A range of technology and tools can help students that have trouble with math, most commonly found in a learning disability called dyscalculia. Dyscalculia makes it difficult to grasp numbers and it is characterized by a general lack of understanding in the field of math.

Assistive technology in math is not just for those with dyscalculia. It can also help students with blindness, fine motor skill disabilities or some other type of disability that makes it difficult to perform math-related work.
MathTalk
MathTalk is a speech recognition software program for math that can help students with a range of disabilities. From prealgebra to Ph.D. level mathematics, students can perform math problems by speaking into a microphone on their computer. The program works with Dragon NaturallySpeaking programs for voice-to-text functionality, making it ideal for students who have fine motor skill disabilities. Students with blindness or vision disabilities can use the integrated braille translator.

In addition to these audiences, MathTalk also appeals to students with dyscalculia. The program functions as an electronic math worksheet, allowing the child to organize, align and work through problems on the screen, making it helpful for students who have difficulties performing math problems on paper.
Math Simulations
Math simulations can help students with dyscalculia visualize math problems and concepts. As a result, students can better understand the application of a particular type of problem, since many students struggle with the conceptual aspects of math.

Examples can be found at the NASA website. From video to animated simulations, teachers and students can visually see how a math concept or problem would work. And with some math simulations, students can work through the problem and then see the result play out in the simulation.
Conclusion
Thanks to the rapid advances in assistive technology tools, students, parents, and teachers have a seemingly limitless number of tools at their disposal.

As these tools start to appear in the home and in the classroom, parents and teachers can utilize them for students' academic and personal growth. But technology alone is not enough - to successfully use these tools, it's critical to develop a plan for their use and have regular check-ins to ensure the student is gaining the most value possible and not becoming overly reliant on these tools.

But while assistive tools have become plentiful, the same cannot be said for special education instructors. As previously mentioned, the vast majority of states have reported a need for teachers in special education. And many general education classrooms instruct children with special needs.

Certification is a faster way for current teachers to qualify to teach this growing population. At Alvernia University Online, teachers can pursue a special education certification for grades PreK-8 or 7-12 to help make a difference for children with special needs. They will also improve their marketability in the process, gaining additional opportunities for their career.

Overall, more teachers are needed in this area. Although the advancement of technology in special education is promising, the same increase is needed for the number of special education instructors. Certification offers one solution to quickly meet this need. Learn more about Alvernia's program today.
15 Assistive Technology Tools & Resources For Students With Disabilities

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15 Assistive Technology Tools & Resources For Students With Disabilities

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Ranging in sophistication from tools to apps, assistive technology tools can help students with certain disabilities learn more effectively.

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Strategies for Learning and Teaching on Speech Impairment

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Strategies for Learning and Teaching on Speech Impairment

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Strategies for Learning and Teaching | Special Education Support Service

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Working to deliver a better special education service

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SPEECH AND LANGUAGE IMPAIRMENTS (Understanding Special Education)

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SPEECH AND LANGUAGE IMPAIRMENTS (Understanding Special Education)

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What are Communication disorders? Language disorders? Speech disorders? Speech is the expression of language with sounds, language is a method of communication relying on the comprehension and use of...

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Speech and language impairments are considered a high-incidence disability. Approximately 20% of children receiving special education services are receiving services for speech and language disorders. This estimate does not include children who receive services for speech and language disorders that are secondary to other conditions such as deafness. More than one-half (55.2%) of all 3, 4, and 5 year old children with a disability receive speech and language services.

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Speech or language Impairment Assistive Technology

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Speech or language Impairment Assistive Technology

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Speech or language Impairment Assistive Technology

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Speech or language Impairment Assistive Technology Definition of Speech or Language Impairment Defined by IDEA Speech or language impairment is a communication disorder such as stuttering, impaired articulation, language or voice impairment that adversely affects child's

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Assistive Technology for Speech Difficulties

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Assistive Technology for Speech Difficulties

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These assistive apps and sites help students with speech difficulties or disabilities communicate. Many leverage the mobility and visual, touch-based interfaces of phones and tablets and use sound and text-to-speech to give kids a voice. There are also picks that help students express themselves creatively and build storytelling and narrative skills in concert with speaking skills.

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For students with speech and language impairments, the major types of assistive technology can be divided into two areas.
First, students with speech and language impairments have an array of computer software packages available to develop their speech and language skills.
Secondly, students with speech and language impairments may use augmentative or alternative communication (AAC). AAC is the use of symbols, aids, strategies, and techniques to enhance the communication process.

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Definition

Speech and language impairment is defined as a communication disorder that adversely affects the child's ability to talk, understand, read, and write. This disability category can be divided into two groups: speech impairments and language impairments.

Prevalence

Speech and language impairments are considered a high-incidence disability. Approximately 20% of children receiving special education services are receiving services for speech and language disorders. This estimate does not include children who receive services for speech and language disorders that are secondary to other conditions such as deafness. More than one-half (55.2%) of all 3-, 4-, and 5-year olds with a disability receive speech and language services.

Characteristics

Speech Impairments

There are three basic types of speech impairments: articulation disorders, fluency disorders, and voice disorders.

Articulation disorders are errors in the production of speech sounds that may be related to anatomical or physiological limitations in the skeletal, muscular, or neuromuscular support for speech production. These disorders include:

Omissions: (bo for boat)

Substitutions: (wabbit for rabbit)

Distortions: (shlip for sip)

Fluency disorders are difficulties with the rhythm and timing of speech characterized by hesitations, repetitions, or prolongations of sounds, syllables, words, or phrases. Common fluency disorders include:

Stuttering: rapid-fire repetitions of consonant or vowel sounds especially at the beginning of words, prolongations, hesitations, interjections, and complete verbal blocks

Cluttering: excessively fast and jerky speech

Voice disorders are problems with the quality or use of one's voice resulting from disorders in the larynx. Voice disorders are characterized by abnormal production and/or absences of vocal quality, pitch, loudness, resonance, and/or duration.

Language Impairments

There are five basic areas of language impairments: phonological disorders, morphological disorders, semantic disorders, syntactical deficits, and pragmatic difficulties.

Phonological disorders are defined as the abnormal organization of the phonological system, or a significant deficit in speech production or perception. A child with a phonological disorder may be described as hard to understand or as not saying the sounds correctly. Apraxia of speech is a specific phonological disorder where the student may want to speak but has difficulty planning what to say and the motor movements to use.

Morphological disorders are defined as difficulties with morphological inflections (inflections on nouns, verbs, and adjectives that signal different kinds of meanings).

Semantic disorders are characterized by poor vocabulary development, inappropriate use of word meanings, and/or inability to comprehend word meanings. These students will demonstrate restrictions in word meanings, difficulty with multiple word meanings, excessive use of nonspecific terms (e.g., thing and stuff), and indefinite references (e.g., that and there).

Syntactic deficits are characterized by difficulty in acquiring the rules that govern word order and others aspects of grammar such as subject-verb agreement. Typically, these students produce shorter and less elaborate sentences with fewer cohesive conjunctions than their peers.

Pragmatic difficulties are characterized as problems in understanding and using language in different social contexts. These students may lack an understanding of the rules for making eye contact, respecting personal space, requesting information, and introducing topics.

Impact on Learning

Speech and language disorders are problems in communication and related areas such as oral motor function. Delays and disorders may range from so subtle that they have little or no impact on daily living and socialization to the inability to produce speech or to understand and use language. Fortunately, only a very small percentage of children are at the most extreme of severity. However, because of the importance of language and communication skills in a child's development even mild to moderate disorders or disturbances can have a profound effect on all aspects of life, sometimes isolating children from their peers and their educational environments.

Teaching Strategies

As with all students who receive special education services, collaboration of a multi-disciplinary team is necessary. Students with speech or language disorders will receive services from many education professionals, including general education teachers, special education teachers, and speech-language pathologists.

Speech-language pathologists provide a variety of professional services aimed at helping people develop effective communication skills. These services may include:

Helping children with articulation disorders to learn proper production of speech sounds

Helping children who stutter to speak more fluently

Assisting children with voice disorders to improve their voice quality

Helping individuals with aphasia to relearn speech and language skills

Assisting individuals who have difficulty swallowing as a result of illness, surgery, stroke, or injury

Evaluating, selecting, and developing augmentative and alternative communication systems

Enhancing communication effectiveness

The general education teacher should work with the speech-language pathologist to incorporate strategies to help the student generalize strategies mastered in speech therapy. This may include corrective measures, helping with speech and language exercises, and providing the student with immediate feedback when the speech-language pathologist is not present. The general education and special education teacher should both collaborate with the speech-language pathologist for interventions and teaching strategies.

Assistive Technology

For students with speech and language impairments, the major types of assistive technology can be divided into two areas.

First, students with speech and language impairments have an array of computer software packages available to develop their speech and language skills. An example is First Words, a language program that has a number of applications for teaching those who are developing or reacquiring language functions. The program uses graphic presentations combined with synthesized speech to teach high-frequency nouns, and is one of many software packages that can help develop both speech and language.

Secondly, students with speech and language impairments may use augmentative or alternative communication (AAC). AAC is the use of symbols, aids, strategies, and techniques to enhance the communication process. This includes sign language and various communication boards, both manual and electronic, that are used by individuals with impaired oral motor skills.

The most basic AAC devices are non-electronic communication boards. The boards usually are limited to a number of choices (two to four). The choices can be represented by real items, pictures of items, and symbols for items (including print). The objective of the communication board is to have the student make a choice, typically of food or activity. Electronic AAC devices range from very simple devices with few buttons (such as the Cheap Talk) to very elaborate systems that use a keyboard and synthesized speech (such as the Dyna Vox and Liberator).

Organizations

Texas Speech-Language-Hearing Association

In the state of Texas, there are approximately 8,000 speech-language pathologists and audiologists. The mission of this association is to empower speech-language pathologists and audiologists in the spirit of partnership with consumers and families. TSHA is committed to achieving excellence in education, professional development, and leadership through the application of the human and financial resources of the association.

918 Congress Avenue, Suite 200
Austin, TX 78701

Web: www.txsha.org

Alliance for Technology Access

The mission of the Alliance for Technology Access (ATA) is to increase the use of technology by children and adults with disabilities and functional limitations. Through public education, information and referral, capacity building in community organizations, and advocacy/policy efforts, the ATA enables millions of people to live, learn, work, define their futures, and achieve their dreams.

2175 E. Francisco Boulevard, Suite L
San Rafael, CA 94901

American Speech-Language-Hearing Association (ASHA)

The American Speech-Language-Hearing Association is the professional, scientific, and credentialing association for more than 130,000 members and affiliates who are speech-language pathologists, audiologists, and speech, language, and hearing scientists in the United States and internationally. Empowering and supporting speech-language pathologists, audiologists, and speech, language, and hearing scientists by: advocating on behalf of persons with communication and related disorders; advancing communication science, and promoting effective human communication

2200 Research Blvd. # 325
Rockville, MD 20852

Email: actioncenter@asha.org
Web: www.asha.org

Center for Disability and Development

Dept. of Educational Psychology
4225 Texas A&M University
College Station, TX 77843-4225

Email: cdd@tamu.edu
Web: cdd.tamu.edu

Childhood Apraxia of Speech Association of North America (CASANA)

The Childhood Apraxia of Speech Association is a 501(c)(3) non-profit publicly funded charity whose mission is to strengthen the support systems in the lives of children with apraxia so that each child is afforded their best opportunity to develop speech. The Goals of the organization include providing multimedia information on CAS to families, professionals, policy-makers and other members of the public; creating and supporting networking and partnership opportunities for parents and professionals to benefit children with CAS; facilitating better public policy and services for children affected by the disorder; providing training and educational opportunities for families and professionals; and encourage/fund research in childhood apraxia of speech and to co-sponsor a biennial scientific research symposium.

123 Eisele Road
Cheswick, PA 15024

Email: helpdesk@apraxia.org
Web: www.apraxia-kids.org

Cleft Palate Foundation

The mission of CPF is to provide the essential information and research that enhances the quality of life for individuals affected by cleft lip and palate and other facial birth defects.

104 South Estes Drive, Suite 204
Chapel Hill, NC 27514

Email: info@cleftline.org
Web: www.cleftline.org

Easter Seals (National Office)

Easter Seals offers help, hope and answers to more than a million children and adults living with autism and other disabilities or special needs and their families each year. Services and support are provided through a network of more than 550 sites in the U.S. Each center provides exceptional services that are individualized, innovative, family-focused and tailored to meet specific needs of the particular community served.

230 West Monroe Street, Suite 1800
Chicago, IL 60606

Email: info@easter-seals.org
Web: www.easter-seals.org

Scottish Rite Foundation

The Scottish Rite of Freemasonry of the Southern Jurisdiction of the United States oversees a program to help children with speech and language disorders. The RiteCare clinics provide diagnostic evaluation and treatment of speech and language disorders, as well as learning disabilities. Today, there are 170 RiteCare® clinics, centers, and special programs operating or planned for children and therapists located throughout the United States. Each facility is staffed by speech-language pathologists or other trained personnel.

Southern Jurisdiction, U.S.A., Inc.
1733 Sixteenth Street, N.W.
Washington, DC 20009-3199

Web: www.srmason-sj.org

References

Gargiulo, R.M. (2006). Special education in contemporary society: An introduction to exceptionality. Belmont, CA: Thomson Wadsworth.

Turnbull, A., Turnbull, R. & Wehmeyer, M. L. (2007). Exceptional lives: Special education in today's schools. Upper Saddle River, NJ: Pearson Merrill Prentice Hall.

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Speech Or Language Impairments - Project IDEAL

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Speech and language impairment is defined as a communication disorder that adversely affects the child's ability to talk, understand, read, and write. This disability category can be divided into two groups: speech impairments and language impairments. Speech and language impairments are considered a high-incidence disability.

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Supporting Students with Autism: 10 Ideas for Inclusive Classrooms

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Supporting Students with Autism: 10 Ideas for Inclusive Classrooms

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Students with autism may have unique needs with learning, social skills, and communication. These ten simple ideas will help teachers address some of these needs and provide guidance for bringing out the best in learners with autism.

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Disabilities such as deafness may be identifiable through the student's behavior in the classroom. Profound deafness is generally immediately identifiable, but not partial deafness. In my flowchart from Activity 1, I suggest some ways of identifying special education needs in the classroom.
https://miro.com/app/board/o9J_lmK6XM0=/

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30 Activities, Teaching Strategies, and Resources for Teaching Children with Autism - Waterford.org

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Classroom Activities for Children with Autistm

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Classroom Activities for Children with Autistm

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Because approximately 1 in 59 students are diagnosed with autism, learning how to help students with this disorder in the classroom is so important.[1] Teaching young students with autism communication skills and learning strategies makes it all the more likely that they'll reach their academic potential later on. And the more you learn about autism spectrum disorder, the better you'll be able to prepare these students for lifelong success.

Autism spectrum disorder (ASD) is a developmental disability that causes hypersensitivity to sights, sounds, and other sensory information. Symptoms of autism generally fall into three categories:[2]

Communication issues

Social impairment

Repetitive behaviors (known among the autism community as "stimming")

Here are 15 fun activities to help children with autism feel welcome in your class while addressing their symptoms and individual learning styles. Whether you play them one-on-one or as group activities, these are excellent ways to keep students with autism engaged and ready to learn.

Social Skills Activities for Elementary Students with Autism

A common characteristic of students with autism is trouble communicating or connecting with their classmates. Use these social skills activities to teach kids with autism how to recognize social cues, practice empathy, and learn other important life skills.

1. Name Game [3]

This fun group communication activity teaches students with autism an essential skill: how to introduce themselves and learn someone else's name. To play this game, gather your students in a circle so they can all see each other. Start by pointing at yourself and saying your name ("I am Mr. or Ms. _____."). Then, ask the child on your right to share their name just like you did and then repeat your name while pointing at you. Have each child take turn saying their name, then pointing at another child in the class and repeating their name.

The Name Game is an especially fun social skills activity for children with autism to do at the beginning of the school year. That way, they'll be able to learn their classmates' names and get a head start on making new friends.

2. "How Would It Feel to Be ____?" [4]

Next time you read a book to your class, try asking your students how it would feel to be the main character in the story. If you're reading a picture book about Cinderella, for example, you could ask how they would feel if they had two evil stepsisters who were mean to them. Or if you're reading Peter Pan as a class, you could ask them what happy memories they would think about to fly with magic pixie dust.

This can help students with autism learn empathy as well as how to see situations in their lives from another perspective. It can also teach them how to recognize emotional cues by encouraging them to put themselves in the perspective of another person.

3. Sharing Time [5]

Sharing time is a classic elementary school staple, and it can also be a great social-emotional learning (SEL) activity for kids with autism. Every week, have one kid in your class bring something that they'd like to share with the class. This will not only show students with autism how to discuss their interests with others but also how to practice active listening. And if they're fascinated by something another student brings in (or vice versa), they may even make a friend.

4. Emotion Cards

These printable cards for students with autism can help them learn how to recognize different emotions in themselves and others. Cut out each one with scissors and shuffle them in a deck. Then, go through each card and see if your student can recognize the emotion without looking at the word.

If they get stuck, that's okay-just show them the word and give them context for the emotion shown. If the card is "embarrassed," for example, you could say, "When a person is embarrassed, they might feel like they have done something silly or wrong on accident."

5. Board Games with a Twist

Teaching children manners can be a helpful way to boost social skills and explain the importance of being polite. This simple, but effective activity puts an etiquette-related twist on a simple game of chess, checkers, or mancala by requiring players to wish their opponent "good luck" or "good game" before and after they have played.

6. What Would You Do?

For a take-home activity you can share with families, try this What Would You Do? game. Families can go through different scenarios together and decide how they would react with questions like "How would you help?" or "What would you say?"

This activity keeps social skills sharp and reinforces relationship-building skills.

Sensory Activities for Children with Autism

Because children with autism are often hyper aware of sensory input, it's helpful for educators to provide accommodations so their students can focus in class. These activities involving sensory stimulation can keep kids with autism grounded in the present and comfortable learning with the rest of their classmates.

7. Sorting with Snacks Activity [6]

This tactile activity for children with autism can be a fun way to engage students during math time. Give everyone in your class a food that is easy to sort, like chewy snacks or small crackers. Multicolored snacks are ideal, but you can also use food that comes in different shapes, textures, or sizes.

First, ask them to sort the food by color, shape, or another characteristic. Then, use the snacks to teach students basic math skills like counting, adding, or subtraction. Once they've grasped the concept you want to teach, reward your students by letting them eat the snack.

8. Vegetable Paint Stamps [7]

This art activity for children with autism engages touch and sight to keep students focused on their assignment. Before class begins, cut slices of vegetables like potatoes, cucumbers, or peppers. Hand out a few vegetable slices to each child along with a cup of paint. Instruct your students to dip the bottom of the vegetable slice into the paint and then press it against a piece of paper.

As your students use these homemade stamps, they will make vibrant botanical impressions on their paper. From there, your students can either leave them as they are or finger paint to transform them into whimsical artwork.

9. Scientific Slime Experiments

Slime is not only a popular craft for young children but also a great sensory activity for autism in class. There are plenty of simple slime recipes online-look up your favorite and have fun making it with your students. You can use this as a tactile art activity if you'd like or as a science activity for elementary students.

10. Fidget Toys

Fidget toys are a well-known sensory tool for helping children with autism and other sensory processing disorders stay calm and focused. Depending on your available resources, you can either stock your classroom with a few fidget toys or make some of your own.

We Are Teachers has compiled a list of eleven fidget toys you can make on a budget with your students. From classics like fidget spinners to repurposed pipe cleaners or popsicle sticks, you're sure to find something useful for your classroom.

11.Auditory Sensory Play

When the phrase "sensory play" comes up, visual or textual activities usually come to mind first. Autism Adventures, however, suggests including activities that involve sound-with a few examples to get you started:[15]

Musical chairs

White noise machine

Simon Says

Noise-cancelling headphones

Rhythm instruments like shakers, rain sticks, or drums

12. Sensory Bin

Sensory bins can be useful for two reasons. First, they encourage differentiated instruction or independent play-both of which can have academic benefits for students. And second, they're a straightforward and accessible sensory experience for students with autism.

The Kindergarten Smorgasbord has put together a few useful tips for making your own sensory bin. Use them as a guide to set up a sensory bin that will best accommodate your students' needs.

Calming Activities to Prevent Autism Meltdowns in Class

When students with autism are feeling overwhelmed, the intense response that they feel may cause them to lose control of their emotions. This is called an "autism meltdown" and is different from when students without autism act out in class. While the best strategy for autism meltdowns is to seek help from a school specialist, these calm down activities can help to de-escalate stressful situations.

13. Grounding Techniques

Grounding techniques are designed to help us focus on the present during stressful situations. Here are a few grounding activities for kids with autism to try if they seem agitated:[8]

Count to ten or recite the alphabet as slowly as you can

Listen to calming music and pay attention to the different instruments

List five different things that you can see around the room

Try stretching or simple yoga exercises and focus on how your body feels

Hold something tactile like a piece of clay or a stuffed animal

For older students with autism, you could also try mindfulness meditation. This can produce a similar effect and help students tune into the present rather than getting carried away by their emotions.

14. Student Retreat Zone [9]

When a student with autism is overwhelmed, giving them a place where they can relax and take a break from sensory stimulation can sometimes go a long way. Designate a corner of your class as the "Student Retreat Zone" and fill it with sensory toys, picture books, comfortable seats, and calming activities that students with autism could do on their own.

Let every student in your class know that if they feel anxious or stressed, they can always take a few minutes to decompress in the Student Retreat Zone. That way, you don't have to single your student with autism out but still let them know that it's an option. If your student with autism seems like they could use some time away from class, you could also ask them if they'd like to read or work on homework in the library for a while.

15. Calm Down Drawer [10]

Tactile toys can help children with autism calm down if they're agitated since their minds are so attuned to sensory information. If you have children with autism in your class, fill a drawer in your classroom with toys that could help neutralize overwhelming emotions. When your student seems stressed or has trouble focusing, give them a sensory toy or two to help them relax.

Here are a few ideas for sensory toys to put in your "calm down drawer:" [11]

Play dough

Fidget toys

Stress balls

Weighted blankets

Aromatherapy pillows

16. Coloring

According to a partner article by The National Institute for Trauma and Loss in Children published by We Are Teachers, coloring pages can be a great mind-body exercise for calming down and focusing on the here and now.[16]

Keep a few coloring pages on hand, and suggest them as a calm-down activity when your students are overwhelmed. For a few free coloring pages to get you started, check out this resource from Disney.

17. Calm-Down Cards

If your student with autism struggles with calming down after feeling strong emotions, calm-down cards can be a helpful resource. A mother whose child has autism has created a how-to on creating your own calm-down cards at And Next Comes L.

Each card has a helpful idea for calming down after a stressful moment. Plus, the author notes they can also be useful for children with anxiety-a great resource for your classroom to have.

18. Mindful Breathing

Mindfulness is a technique that encourages children to keep their mind in the present and deal with uncomfortable emotions. If your student is struggling to calm down, try watching this mindful breathing video to help them regain composure.

Effective Teaching Strategies for Children with Autism

In some cases, the learning characteristics of students with autism may differ from the rest of your class. But luckily, the right teaching strategies and methods can keep children with autism on track to finish the school year strong. Try these tips, educational accommodations, and resources for students with autism to help them learn concepts that might otherwise be difficult for them to grasp.

19. Bring Special Interests Into Lesson Plans [12]

Many children with autism have a fixation on certain topics or activities. Take advantage of what they're passionate about and use it while teaching students with autism to help them focus in class. If a child with autism loves outer space, for example, you could plan a math assignment about counting the planets in our Solar System.

20. Use Multisensory Learning

Many kids with autism are multisensory thinkers and don't focus as well when assignments only engage one of their senses. Renowned scientist and autism advocate Dr. Temple Grandin once said, "I used to think adults spoke a different language. I think in pictures. Words are like a second language to me." [13]

For this reason, lessons that engage several senses like sight, hearing, and touch can make students with autism more responsive in class. You could, for example, teach children with autism how to read with magnet letters or sing a patriotic song to learn about American history.

21. Try a SMART Goal Challenge

If a student with autism is having a hard time with school, sit down with them and pick a SMART goal to work on over the next month or semester. SMART goals are an effective way to help children with autism reach their potential, and they are: [14]

Suppose, for example, that your student with autism is having trouble learning how to recognize emotions. You could make a goal with them to practice flash cards with emotions on them every day for five minutes and for the student to recognize each card by the end of the month. As long as the SMART goal hits all of the criteria, it can help your student focus on ways to make progress.

22. Provide Clear Choices

According to educators at the special education program of St Joseph's University, children with autism may become overwhelmed when given too many options.[17] Keep this in mind while creating assignments for your students or asking them questions in class. That way, you're more likely to keep your student with autism focused and comfortable choosing an answer.

23. Create a Strong Classroom Routine

In an article with Scholastic, educator Kim Greene reminds teachers that students with autism work best with a strong daily structure.[18] She suggests posting your class schedule for every student to see and, if possible, providing visuals and extra transition time to students with autism.

24. Offer Accommodations for Students with Limited Motor Skills

Some students with autism may have more trouble with activities that require fine motor skills than others. In an article with the Indiana Resource Center for Autism, renowned scientist and advocate Dr. Temple Grandin suggests offering accommodations-like typing on a computer instead of writing-to mitigate these challenges.[19]

When it comes to specific accommodations, it may depend on the individual. It's always a good idea to reach out to a student's family to determine the best resources for their child.

Activities for Autism Awareness Month in April

April is Autism Awareness Month, a time when we celebrate neurodiversity and help students with autism feel welcome in private or public schools. Although parents may not want their child's autism diagnosis to be shared (and you never should without their permission), you can still teach your class about inclusion this month without mentioning a certain student.

Use these three games as autism awareness activities during April or whenever you want to teach a lesson on diversity.

25. "Just Like Me" Activity

For this activity, gather all of your students together on the floor so they can all see each other. Have each child take turns sharing something about themselves, like:

"I have a pet dog."

"I can play the piano."

"My birthday is in September."

"I love to play soccer."

"My favorite color is yellow."

If a statement also applies to other students (like, for example, they also play the piano), instruct them to raise their hands. This will help remind students that they share more similarities than differences with their peers and that they can always find something to talk about.

26. Picture Books About Diversity

By reading a story about inclusiveness to your class, you can help them remember to be kind to everyone and look out for people who are different.

Here are a few picture books about diversity that you can share with your students:

The Sneetches and Other Stories by Dr. Seuss

I'm New Here by Anne Sibley O'Brian

It's Okay to Be Different by Todd Parr

Everywhere Babies by Susan Meyers and Marla Frazee

The Girl Who Thought In Pictures: The Story of Dr. Temple Grandin by Julia Finley Mosca

The last book on this list, The Girl Who Thought in Pictures, is about a famous researcher who was diagnosed with autism and has since stood as an activist for people with her condition. It is perfect for helping kids understand autism a little better without calling out a specific student.

27. Apples and Actions Game [15]

This object lesson starts with showing your student an apple. Pass the apple around the class and, as you do, have each child insult it and drop it on their desk or the ground. After every child has dropped it and said a mean thing to it, cut the apple in half and show your students all the bruises inside.

Explain to them that our words have consequences and that everything we say can make an impact on someone else. Just like how insulting and dropping the apple can bruise it, being mean to a classmate can have big effects on them. That way, your students will always remember to be kind.

28. Autism Bulletin Board

The puzzle piece is a popular autism awareness symbol. For a simple yet meaningful way to teach your students about autism awareness, create this puzzle piece bulletin board from Mrs. D's Corner. Each piece fights against negative stereotypes by reminding your students that people with autism are intelligent, empathetic, important, and so much more.

29. Teach Students About Historical Figures with Autism

Although the disorder wasn't discovered until the twentieth-century, people with autism have made important contributions to history, and it's important to educate students about them-not just in April but throughout the year. Here are a few well-known figures who are diagnosed with or believed to have had autism to get you started:[20]

Greta Thunberg

Vincent van Gogh

Temple Grandin

Albert Einstein

Emily Dickinson

30. Hold a Professional Development Session on Autism

It's so important to teach faculty about autism awareness, too. If you're a school administrator, consider holding a professional development session on teaching students with autism or sharing a few resources.

For example, the Regional Educational Laboratory Program has put together a helpful resource for administrators on how educators can support students with autism during remote learning.
Sources:

1. Center for Disease Control and Prevention. Data & Statistics on Autism Spectrum Disorder. https://www.cdc.gov/ncbddd/autism/data.html.

2. The National Institute for Mental Health. A Parent's Guide to Autism Spectrum Disorder. https://www.autism-watch.org/general/nimh.pdf

3. Shapiro, L.E. 101 Ways to Teach Children Social Skills. The Bureau for At-Risk Youth, 2004.

4. Dougan, R. Social Emotional Learning Guidebook: Ideas for Incorporating SEL Activities into your Classroom. https://www.dvc.edu/faculty-staff/pdfs/SEL-Guidebook.pdf.

5. Shapiro, L.E. 101 Ways to Teach Children Social Skills. The Bureau for At-Risk Youth, 2004.

6. Autism Parenting Magazine. Sensory Play Ideas and Summer Activities for Kids with Autism. https://www.autismparentingmagazine.com/best-sensory-play-ideas/.

7. Autism Speaks. 10 Fun Summer DIY Sensory Games for Kids. https://www.autismspeaks.org/blog/10-fun-summer-diy-sensory-games-kids.

8. Noelke, K. Grounding Worksheet. https://www.winona.edu/resilience/Media/Grounding-Worksheet.pdf.

9. Tullemans, A. Self-Calming Strategies. Autism Spectrum Disorder News, July 2013, 23.

10. Center for Disease Control and Prevention. Data & Statistics on Autism Spectrum Disorder. Retrieved from cdc.gov: https://www.cdc.gov/ncbddd/autism/data.html.

11. Larkey, S. Strategies for teaching students with Autism Spectrum Disorder and other students with special needs. Learning Links: Helping Kids Learn, 3, pp. 1-5.

12. Blanc, M. Finding the Words... When They Are Pictures! Helping Your Child Become Verbal! Part 1. Autism/Asperger's Digest, May-June 2006, pp. 41-44.

13. Larkey, S. Strategies for teaching students with Autism Spectrum Disorder and other students with special needs. Learning Links: Helping Kids Learn, 3, pp. 1-5.

14. Penn State Extension. More Diversity Activities for Children and Adults. R https://extension.psu.edu/more-diversity-activities-for-youth-and-adults.

15. Autism Adventures. Sensory Play in the Classroom . www.autismadventures.com/sensory-play-in-the-classroom/

16. The National Institute for Trauma and Loss in Children. 5 Calming Mind-Body Exercises to Try With Your Students. We Are Teachers. April 2018. https://www.weareteachers.com/mind-body-skills/.

17. Saint Joseph's University. Techniques for Teaching Students with Autism Spectrum Disorder. https://online.sju.edu/graduate/masters-special-education/resources/articles/techniques-for-teaching-students-with-autism-spectrum-disorder.

18. Greene, K. Teaching Students with Autism Spectrum Disorder. https://www.scholastic.com/teachers/articles/teaching-content/teaching-students-autism-spectrum-disorder/.

19. Grandin, T. Teaching Tips for Children and Adults with Autism. Indiana Resource Center for Autism. https://www.iidc.indiana.edu/irca/articles/teaching-tips-for-children-and-adults-with-autism.html.

20. Autism Community Network. Famous-With Autism. https://www.autismcommunity.org.au/famous-with-autism.html.

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30 Activities, Teaching Strategies, and Resources for Teaching Children with Autism - Waterford.org

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Use these activities to help children with autism feel welcome in your class while addressing their symptoms and individual learning styles.

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Overview of Assistive Technology for Autism

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How Technology Can Help People With Autism

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From weighted blankets to socially responsive robots, there is an incredible range of assistive technology available to help those with autism.

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Resource: Teaching Strategies with Assistive Tech

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Resource: Teaching Strategies with Assistive Tech

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Sensory App House creates apps for stimulation, relaxation, fun, digital art and speech therapy for individuals with complex needs or multiple disabilities.  Many of the apps are cause and effect style apps, using digital techniques developed over time. The apps are mostly available for free, and many of the cause and effect apps are also switch accessible. The apps can be accessed through a range of platforms, including iPads, Chromebooks, Android, Web Apps, Windows, Mac and Apple TV.

Source: https://www.pathstoliteracy.org/technology/sensory-app-house

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Access to a range of Sensory Live! full screen web apps

Apps can be installed

Windows PC, Chromebooks, Macs, Tablets

Switch Accessible

Early Learning

Speech Therapy

Digital Art

Switch Games

Go toSensory Apps Live Free Sensory Live Apps

"Point and Speak" cursor tracking

Automatic proof-reader

listen to Microsoft documents, PDF files, web pages

Novel "underline-highlight" with TTS

Extra Windows accessibility

Premium text to speech voices

Optical character recognition

Sensory reading Ruler & Tint

Go toSensory Readable Read More

Range of proven communicator templates

Open Board Format (.obf or .obz)

Open Source

Many access control input methods

Global Symbols integration

Use on tablet, PC or phone

Windows, iOS and Android

No internet required to run

Go toPiCom Communicator Free on App Stores

Sensory App House creates apps for learning support, coordination ,relaxation, fun, art, communication and speech therapy. Our apps can be used by professional therapists and educators to help younger people with visual, reading, speech development and sensory issues.

Our apps have been mostly for free, and we are delighted to have had over 4 million downloads over the years. Thanks for your support!

We have a strong understanding of disabilities and difficulties, and make apps to help assist, even in the smallest of ways. Many of the cause and effect and communication apps are fully switch accessible.

We develop for many platforms - iPads/iPhones, Chromebooks, Android, Web Apps, Windows and Mac. Please contact us about licensing and partnerships.

Sensory App House was founded by Professor Paul Blenkhorn and Dave Stevens, who also both co-founded reading and writing assistive software specialist Claro Software Ltd.

EASE OF USE

We try to design the apps to be easy to use - simple settings, no adverts or data collection

FREE & LOW COST

Many of our apps have been free for end users from the main app stores. We aim to keep our apps free or low cost

Innovative

We try to innovate in creating accessible Sensory apps, exploring the new possibilities and supporting all access hardware devices

Flexible

We aim to listen and understand, and are flexible in our partnerships. Please contact us with any feedback or queries.

Some of the Sensory Apps for Chromebook (especially the Paintings and Camera apps) don't contain an image save button. This is because we recommend using the built in Chromebook screen capture functions. [...]

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I stumbled upon this video and thought these are some tools that people with physical disabilities may need since they need intensive support across their lives.

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Adaptive Tools for Independence: Cooking Tools

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Presented by the disAbility Law Center of Virginia

These were so interesting because if you come to think of it, it is like reinventing some things we already have to adjust to the special needs of the people.

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Assistive Technology Devices In Action For People With Disabilities

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All about PenFriend

Blog post by: Julianne Lemman

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What is PenFriend?

The PenFriend is a voice labeling system that uses a simple device to create recordings associated with sticker labels. The user taps a sticker with the PenFriend, makes a voice recording, then the PenFriend saves the voice recording for that sticker. It is designed to label food items and household objects. For example, clothing labels can be purchased to record descriptions of clothing items. It can also be used to record and make lists.

The newer design, PenFriend 3, can be used as an mp3 music player and TalkingBook player. The PenFriend is distributed in the United States by MaxiAids and costs $150.

Watch the videos below to see how to use the PenFriend.

Why Use the PenFriend?

The PenFriend is a great tool for auditory learners in the classroom. It can serve as an early literacy tool to develop fine motor skills that support learning to hold a pen. I've used the PenFriend for a student's daily calendar book and experience stories to introduce early literacy skills for turning pages of a book and moving in a left to right direction to locate and listen to stickers across a page. PenFriend stickers can be paired with tactile information, such as braille letters or sight words, to combine auditory and tactual information for dual auditory and tactile learners.

Video Example of Student Using PenFriend in a Lesson

Download the transcript.

Explanation of the Difference the PenFriend Makes

For Eddie, who is primarily an auditory learner/secondary tactile, using the PenFriend with recordings from familiar staff and family members was a buy-in to get Eddie interested in accessing braille letters and sight words. In addition, the auditory component was a motivating way to get him engaged in listening to the recordings to practice identifying staff members' voices, their names, and ultimately the first letter of their name. He then matched the braille letter for the person's name to the tactile symbol for that person.

Eddie's braille game has expanded to include 12 braille letters paired with each person's tactile symbol. His game cards are arranged in three rows, supporting Eddie using a left/right and top/bottom search pattern to look at all of the cards to find a match. Eddie has begun labeling "top/middle/bottom" as he moves through each row, developing his spatial awareness. Holding the PenFriend and searching for the sticker encourages Eddie to cross the midline and use both of his hands together to access the materials. I use gentle hand-under-hand guidance to support him throughout the activity. At times I touch under his forearm to let him know I am with him as he searches the cards, while encouraging his independence throughout the activity.

Using the PenFriend to Build Communication and Self-Determination Skills

Finally, for a daily schedule during the summer, Eddie built on his communication skills to make recordings of himself stating the activity associated with the braille sight word for his daily activities. Tactile symbols can be a complex communication tool for families to support at home. We collaborated to develop a simple braille word & PenFriend sticker schedule for Eddie to access throughout the summer. It provided enough structure throughout the day without additional stress for his family to manage and learn tactile symbols. They were easily able to follow the instructions for using the PenFriend to make their own recordings of Eddie reading each word. Eddie enjoys hearing his own voice, so this was a motivating activity for him. It also supported his self-determination by promoting ownership of his schedule.

Other Ideas of How the PenFriend Could Be Used

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Using Pen Friend to Motivate Beginning Braille Readers Who Have Multiple Disabilities

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The PenFriend is a voice labeling system that uses a simple device to create recordings associated with sticker labels. The user taps a sticker with the PenFriend, makes a voice recording, then the PenFriend saves the voice recording for that sticker. It is designed to label food items and household objects.

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Blog by Megan Mogan

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Looking back on my own early reading and writing experiences, I have a very clear memory of my first-grade classroom's beautiful alphabet chart hanging over the windows of our classroom. I even remember the long wooden pointer the teacher used to direct our daily recitation of the alphabet letters. This was back when direct reading instruction started in first grade. Now you will see this practice in kindergarten and even pre-K classrooms!

I spent a lot of time staring up at the colored pictures that started with each of the corresponding 26 letters of the alphabet. Little did I know my 6 year-old brain was incidentally building a foundation for conventional literacy skills. For example, even when I wasn't in my classroom and I needed to spell a word with the /p/ sound, I had a visual memory of the "pig" picture on that chart. Speaking of the letter "P," I knew it was somewhere in the middle of the alphabet, and that it came after "O" but before that letter that went with the picture of the "Quilt." I knew the "Apple" was at the beginning of the chart, and was above my teacher's desk while the "Z" was way over at the end, over the pencil sharpener.

This memory had the wheels in my brain turning. My first grade teacher's alphabet chart was so eye-catching. How could I carry over all of this incidental visual information into an accessible alphabet chart that would be "brain-catching" for my VI students, many of whom had very hungry tactile and movement senses?

With the help of my TVI colleague Sheryl Katzen and really skilled Instructional Aides named Jeff and Paula, we got to work building an accessible tactile alphabet chart with our students. Below you will find some of the things we learned/continue to learn during this work-in-progress.

Use students to determine where to physically put the alphabet wall and don't be afraid to move it or adapt it to achieve ideal access.

We ended up putt

ing our tactile alphabet chart in the hallway so we could move and read at the same time. We had to play with a couple of different heights to display the media for universal access when standing up and reading symbols.

In the photograph on the left, a tactile learner reaches up to the wall to locate his own name under the symbol "egg" and braille letter "E." His right arm is getting ready to reach up and guide the way down the rest of the alphabet.

Use symbols that have meaning tactually, and are part of a students' daily experiences.

By considering the things our students touched all day long, our alphabet wall basically built itself! For example, our students have never met a "Queen" or touched her crown, and they don't actually have a lot of experience with "Quilts" (we live in Arizona). They do touch "Quarters" all of the time though!

Foam shapes are a great example of this consideration too. Have you ever tried reading foam shapes with only your fingers? Many of our students who are still refining their tactile senses cannot tell the difference between a foam-shaped fish and a foam-shaped pumpkin. They can however tell the difference between a foam fish covered in bumpy scales (learned in a science lesson last year with a real dead fish!) and the stem of a pumpkin we cut off during Halloween.

Use a variety of words!

Have you ever noticed conventional alphabet charts use the same old boring nouns? Sheryl and the students came up with the top of a lotion bottle to represent the word "itch" for the letter "I." We may have the only alphabet chart in the country with the word "itch" on it! This may be a good time to mention that our letter "U" is represented by a tactile symbol for "Underwear." Yes, our students pretty-much rock.

Print and braille label all of the tactile symbols with their corresponding word.

Labeling is key for providing exposure to conventional braille and print forms. It is also important for making sure all staff members use the same language to label the tactile symbols. The tactile symbol for "itch" is a perfect example. If someone is reading the word wall for the first time with a student, they may wonder why "lotion" or "lid" is used for the letter "I." The label lets them know to model the word "itch" for the student who is learning to read. It can also be a good conversation starter with the student: "I bet you rub lotion on your mosquito bites if they itch."

Use landmarks to signify the beginning and end of the alphabet wall.

Our chart is in a hallway, so we start at a fire extinguisher and end at an intersection. If we all agree to "Meet at the /a/ sound" for our group, our students know where this is once they locate their landmark in the hallway. This is a great time to include concepts like beginning/end, start/finish, left/right, and forward/backward.

Use whole body movements to help build the connection between how the alphabet sounds and where individual letters are located.

When first learning the alphabet chart, we practiced a lot of movement next to the chart. We ran forward and sang the alphabet song at top speed. We walked backward and said the letters of the alphabet backwards. We crawled alongside the alphabet wall as the letters were sung! If our bodies stopped walking/running/crawling, the staff stopped reciting the alphabet. We even played a game called GIANT step and every time we took a huge and long step, the alphabet sounded like this: "A, G, J, P, U, etc."

Don't expect any output from students (e.g. speaking) until you have given ample INPUT to students. (e.g. experiencing, touching, listening, reading)

For many of our students, their first instinct was to remove the tactile symbols off of the wall. They needed a lot of practice "watching" how to read an alphabet chart using hand-under-hand technique. This was paired with a lot of singsong patterns and a lot of laughing when we got all the way down to "Underwear" with giggles. The more the students experienced the wall at a fun, interactive pace, the more independently they were able to keep their fingers on the tactile media. Some of our students still like to have the alphabet chart read to them, while others prefer to read it all by themselves.

Once students have learned corresponding tactile symbols, allow time for exploring and reading the chart with no other expectations or questions from staff.

Sighted students can stare and observe a classroom alphabet chart from a distance and pick and choose which photo he/she would like to think about. How can we give VI students this same type of independence and control over the information they would like to read, at the pace they want to read it? Someone could have stopped and slowed down the student in the following video clip, but once he got started it was evident he was just trying to get down to the letter "Z" as fast as possible. On his own!

The audio is quiet, but the corresponding alphabet letters for this clip include Juice, Key, Lego, Macaroni, Necklace, October, Pillow, Quarter, Rock, Sun, Toothpick, Underwear, Velcro, Water, Bo(x), Yogurt, and Zipper.

Extend the use of the Alphabet Chart to a class Word Wall.

Use familiar, high-frequency vocabulary such as students' names under their corresponding alphabet letter. Consider using familiar tactile or braille schedule symbols such as PE, Music, Library, and Lunch under their corresponding letters. Add wrappers and packaging for preferred foods and drinks. Add restaurant and shopping center names. Add story vocabulary or thematic symbols for an upcoming holiday. This is also a good way to make sure the chart is used daily and becomes a regular part of literacy instruction.

Use new accessible Alphabet skills to teach Interactive Games.

Our favorite alphabet wall game is called "Track... track...Freeze!" You can load the script on an AAC sequencing device, or teach a student the sequence/script. The game requires a leader/caller who is sitting down and students who stand up at the word wall. It sounds like this:

Leader: "Track..." [pause]

Response: [Students move along the wall while tracking along the tactile symbols]

Leader: "Track some more..." [pause]

Response: [Students continue moving along the wall]

Response: [Students stop and keep their fingers on the tactile symbol]

Leader: "[Student name] What do you have?"

Response: "[reads the name of the symbol]"

Use the alphabet wall for assessment!

One of our students with Cortical Visual Impairment (CVI) accessed the alphabet wall using a combination of touch and vision. Once we had media at his exact eye level, we realized how just how much he was relying on his visual skills in addition to his tactile skills. We have since considered ways in which to contrast our alphabet media in order to build upon these existing skills.

Collect data on the concepts and skills students learn as they interact with an alphabet wall every day. Here are just "some" of the things we look for:

Left/Right

Beginning/Middle/End

Before/After/Between/Next To

Phonemic Awareness

Rhyming

Letter and/or Sound identification

Initial phoneme awareness

Symbolic Relationships

Tracking

Finger and Hand skills

Body awareness

Turn-taking

Listening/Following Directions

Build Together, Own it, Have fun!

Take your time when building an Alphabet chart. Ours took several weeks. Our goal was utility, not fanciness. Students all have a part of the chart they can call their own. To be honest, we found several of our symbols by accident. One of our students found our "Y" tactile symbol word during snack when he proudly held up his "Yogurt" lid!

Even if students are very new to concepts surrounding the alphabet, follow their lead and use the wall to explore, experience, and interact. These should always be our early literacy and communication goals anyway!

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Accessible Communication and Literacy: Building Tactile Alphabet Charts

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Looking back on my own early reading and writing experiences, I have a very clear memory of my first-grade classroom's beautiful alphabet chart hanging over the windows of our classroom. I even remember the long wooden pointer the teacher used to direct our daily recitation of the alphabet letters.

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References cited: Chen, D. (1995). "Who are young children whose multiple disabilities include visual impairment?" In: Chen, D. & Dote-Kwan, J. Starting Points: Instructional practices for young children whose multiple disabilities include visual impairment. Los Angeles, CA: Blind Childrens Center, p. 12-25.

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Students with visual impairment and multiple disabilities generally need concrete information that favors the understanding of the most diverse concepts and information. They also need literacy support.

Visual impairment and multiple disabilities refer to blindness or low vision associated with other impairments, including the following: intellectual impairment, physical impairment, cerebral palsy, in addition to learning difficulties, complex communication needs, and fragile health conditions (Chen, 1995). This association of impairments varies greatly with regard to different combinations and intensities.

These students may face difficulties in understanding the information and this decreases their motivation to explore, initiate interactions and actively participate in the activities of their daily routine. Consequently, expectations for these students can be reduced and they can become more dependent on others and assume a passive condition (Chen, 1995).

This situation highlights the importance of providing meaningful learning opportunities that value the individual strengths of these students. Considering that their teaching needs are based on the acquisition of information through touch, it is believed that the use of objects associated with letters and words written in ink and in raille can favor their literacy through meaningful and concrete experiences.

Below are some images that relate letters, words written in ink and braille with concrete objects.

The cards shown above are made with high contrast colored items. The letters, captions and objects have Velcro backing to be, intentionally, handled by the student so that they can be explored and related to their references.

The use of this material is not random, it must follow a systematic instructional sequence. First, students must receive information that they will do a research activity of various objects, letters and words. They must be invited to participate in this activity and, if they agree to participate, they must be asked to handle the loose objects, which must be placed within a defined area, such as a box. This activity should take place in a playful way, as if it were a game of exploration of objects, letters and words.

Each object must be related to a letter and a word. Even if the student does not yet know how to read and write in braille or print, he should have the opportunity to feel the raised dots of braille and know the word that represents a certain object.

Finally, the letters, objects and words must be attached to the card to form a set of unique meanings, as the word, in print or braille, represents the object. At the end of the activity, the student must be informed that "it's finished" and the cards should be placed in a container that represents the "it's finished".

This activity aims to provide conditions for students who are visually impaired with multiple disabilities to establish associations and understand that an object can be represented by a word. Furthermore, it is a concrete and significant activity that allows the student to perceive the separation and distance between reference objects and their referents. It is important to clarify that the results of this activity are not instantaneous, as it depends on the specifics of each student.

Other letters, words and objects can be tacked onto cards with the intention of helping the student to relate letters, words to objects.
I hope this activity is useful to other teachers. I am the coordinator of a study group on visual and multiple disabilities at the Bejamin Constant Institute - Rio de Janeiro/Brazil, called LABCÁTIL (Research Laboratory in Tactile Alternative Communication). If you have any questions you can email me: flavia.daniela@gmail.com.
References

Chen, D. (1995). "Who are young children whose multiple disabilities include visual impairment?" In: Chen, D. & Dote-Kwan, J. Starting Points: Instructional practices for young children whose multiple disabilities include visual impairment. Los Angeles, CA: Blind Childrens Center, p. 12-25.

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Using Reference Objects as Literacy Possibilities

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Students with visual impairment and multiple disabilities generally need concrete information that favors the understanding of the most diverse concepts and information. They also need literacy support. Visual impairment and multiple disabilities refer to blindness or low vision associated with other impairments, including the following: intellectual impairment, physical impairment, cerebral palsy, in addition to learning difficulties, complex communication needs, and fragile health conditions (Chen, 1995).

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Found an awesome resource. Haven't stumbled upon the updated version of it though but this was very insightful.

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(Student, Environment, Task, and Tool) format to guide the decision-making process. While all of the content is not specific to students with visual impairments, much of it is applicable or can be easily modified to guide teams in selecting the assistive technology that is most appropriate for an individual student.

Table of Contents:

Each section also includes a checklist that can be downloaded by teams doing an assistive technology assessment on an individual student. These forms are to be used while referring back to the full chapter.

Available as a free download from WATI (Wisconsin Assistive Technology Initiative) and the Wisconsin Department of Public Instruction (DPI).

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(Student, Environment, Task, and Tool) format to guide the decision-making process. While all of the content is not specific to students with visual impairments, much of it is applicable or can be easily modified to guide teams in selecting the assistive technology that is most appropriate for an individual student.

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According to Deutsch-Smith, people with multiple disabilities require ongoing and intensive supports across their school years and typically across their lives. For some, these supports may well be in only one life activity, but for many of these individuals, supports are needed for access and participation in mainstream society. Supports are necessary because most individuals with multiple disabilities require assistance in many adaptive areas. No single definitions covers all the conditions associated with severe and multiple disabilities. Schools usually link the 2 areas (severe disabilities and multiple disabilities) into a single category for students who have the most significant cognitive, physical, or communication impairments (Turnbull, Turnbull, & Wehmeyer).

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Intellectual Disability: Assisted Technologies and Accommodations: Eye Tracking Teachnology

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Intellectual Disability: Assisted Technologies and Accommodations: Eye Tracking Teachnology

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Eye-tracking technology is giving a new life to people with all types of disabilites. Before this technology, people with disabilites could be isolated and need others to do things for them. Using this software has allowed those with diabilites to interact with the world. It has given them a voice.

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Assistive Technology During a Pandemic: Empowering people with disabilities

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Each assisted technology and accommodation problem-solving idea will be as diverse as each intellectual disability is.

Audio- FM systems. Teachers can FM broadcast their voice by wearing a microphone and a student can pick it up with headphones.

Visual-If vision or reading is a barrier, Audible is an app that would provide those with ID access to traditional books and stories. Or text to speech software that can scan text and read it aloud.

Vocal- Electronic devices such as using an app on an iPad with different icons to communicate a need or desire.

Memory- Organizational charts or graphic organizers to help students organize and remember the things they must do that day.

Mobility- Sip-and-puff systems is a device that can be used by students with paralysis and fine motor disabilities. It is mounted and connected to a computer so a student can use their mouth on the device similar to using a joystick. By using this device students can play draw, type, or even play video games. Eye-Tracking Technology is allowing those with disabilities to access communication software and the internet.

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Intellectual disability is not a specific medical disorder. The types of intellectual disabilities are diverse. Each disability is unique to each person. The CDC defines intellectual disability as “a term used when there are limits to a person’s ability to learn at an expected level and function in daily life.” People with intellectual disabilities can find it difficult to perform daily tasks. Often they need support. Support can vary from intermittent to extensive depending on the needs of the person. Only 1-3% of the world’s population has an intellectual disability however, 80 percent of those with disabilities live in low-income countries.

“Some of the most common known causes of intellectual disability – like Down syndrome, fetal alcohol syndrome, fragile X syndrome, genetic conditions, birth defects, and infections – happen before birth. Others happen while a baby is being born or soon after birth. Still other causes of intellectual disability do not occur until a child is older; these might include serious head injury, stroke, or certain infections.” (CDC)

References:
Facts About Intellectual Disability. (2021, August 24). Centers for Disease Control and Prevention. https://www.cdc.gov/ncbddd/childdevelopment/facts-about-intellectual-disability.html

What is Intellectual Disability? (2020, March 23). SpecialOlympics.Org. https://www.specialolympics.org/about/intellectual-disabilities/what-is-intellectual-disability#:%7E:text=Approximately%206.5%20million%20people%20in,many%20as%20200%20million%20people.

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Featured tech: Co:Writer speech-to-text software

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Co:Writer: elementary student demonstration of using the speech to text feature

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Reference:

Kelly, K. (2019) Types of tests for dyscalculia. Understood.

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Tests for dyscalculia look at a variety of math skills.

These include skills like mental math and quantitative reasoning.

Testing for dyscalculia can also shed light on issues with attention or working memory, which can also cause trouble with math.

If your child is having trouble with math , you may be wondering what's causing it. Is it because of dyscalculia , or is something else causing the difficulty? There's only one way to know for sure. You'll need to have your child tested for dyscalculia (which is now diagnosed as "specific learning disorder," with the areas of math weaknesses listed).

A full evaluation can show the exact areas where your child is struggling. Evaluators look at how well a child can do basic calculations, recall math facts, and solve problems quickly. Each test for dyscalculia looks at different skills. Specific tests may assess:

Here are four types of tests that are given when evaluating for dyscalculia, and examples of each type of test.

Tests that assess computation skills

These tests aren't timed. If your child gets a low score, the evaluator will assess the types of errors. When kids make an error like 38 − 29 = 19, they may not understand a math concept, like borrowing.

But some kids make mistakes even when they understand the math concepts they're working with. For instance, after doing two addition problems, a child may do a third problem as an addition problem, too - even though it's a division problem. This can point to attention issues.

Tests that assess math fluency

Having to do problems quickly requires kids to stay focused. So a low score could point to attention issues in addition to math difficulties.

Tests that assess mental computation

Why it's important: Mental math requires kids to do a few things. They need to remember the information they've heard, retrieve math facts, and then make calculations. A low score can mean they haven't mastered basic math strategies. It can also mean they struggle with working memory or anxiety.

Tests that assess quantitative reasoning

What it measures: The child's math problem-solving skills. Specifically, the ability to understand quantitative relationships and set up a computation to solve a word problem .

A typical problem may be: John walked to the store. The store was 10 miles away. He bumped into Alice at the store. They both walked back to John's house. What was the total number of miles walked by both children? (The answer is 30.)

What happens after dyscalculia testing

The evaluator will look at the results of all the testing together. The evaluator should also look at it along with other types of tests, such as intelligence tests.

It may take a few weeks to get the results. The evaluator will put all the information together and write a report.

Tests for dyscalculia look at various skills, including computation and problem-solving skills.

They can help determine whether your child's main issue is with math or something else.

If testing shows dyscalculia, your child may be eligible for dyscalculia accommodations.

About the Author

About the Author

Kate Kelly has been writing and editing for more than 20 years, with a focus on parenting.

Reviewed by

Reviewed by

Nelson Dorta, PhD is a pediatric neuropsychologist and an assistant professor of medical psychology in child psychiatry at the College of Physicians and Surgeons of Columbia University.

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Tests for dyscalculia look at a variety of math skills. These include skills like mental math and quantitative reasoning. Testing for dyscalculia can also shed light on issues with attention or working memory, which can also cause trouble with math. If your child is having trouble with math , you may be wondering what's causing it.

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Using Text-to-Speech Assistive Technologies to Support Students

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Encourage students with a hearing loss to seat themselves toward the front of the classroom, for an unobstructed line of vision. This is particularly important if the student is using an interpreter, lip-reading, relying on visual clues or using a hearing aid which has a limited range.

Use assistive listening devices such as induction loops. Teachers should adjust their speaking style to accommodate for these devices.

Questions asked by other students should be repeated by the teacher in order to maximize clarity and volume. Provide a response to the question AFTER repeating the question.

Minimize background noise.

Remember that some students rely on visibility of the face in order to successfully lip-read. Face the classroom while speaking. Masks, books, hands, and beards can add to the difficulties of lip-readers. Students who lip-read cannot function in darkened rooms.

Control the discussion so that only one person is speaking at a time.

Make accomodations for public speaking. Students with hearing loss, especially those with associated speech issues, may prefer to have another student stand in for them during presentations in front of the class.

Language abilities are often affected by hearing loss, depending on the age of onset. Students who acquired their hearing loss early in life may have literacy issues. In some cases, providing reading lists well before the start of a course for students with a hearing loss can be beneficial.

https://www.adcet.edu.au/inclusive-teaching/specific-disabilities/deaf-hearing-
impaired

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Hearing Impairment means an impairment in hearing, whether permanent or fluctuating. It  adversely affects a child’s educational development and performance but that is not included under the definition of deafness in this section.

Hearing Impairment is considered to be high incidence because it can happen to anyone from aging, noise exposure, head trauma or other external factors. According to the Data and Statistics about Hearing Impairment, one in eight people in the United States (13 percent, or 30 million) aged 12 years or older has hearing loss in both ears, based on standard hearing examinations.

Hearing and learning are connected in many ways.

delays in the development of speech and language

delay in the development of receptive and expressive communication skills

social isolation and poor self-concept

Possible assistive technologies and other accommodations

1. Accessible telephones/videophones

2. Visual alert systems

3. cochlear implants

4. FM systems

5. An amplifier

6. A thin loop of wire that encircles a room or branches out beneath carpeting

7. A receiver worn in the ears or as a headset

8. Adaptations in lessons with more visual aids

Reference:
National Institute on Deafness and Other Communication Disorders,

Quick Statistics About Hearing, Retrieved from https://www.nidcd.nih.gov/health/statistics/quick-statistics-hearing

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Deafness: Accomodations at schools: Testing Accomodations

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Deafness: Accomodations at schools: Testing Accomodations

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Test accommodations should allow deaf students to demonstrate content knowledge by reducing barriers due to testing design, wording and format.  While accommodations are individualized, some commonly used accommodations include:

Assistive listening devices

Captioned media

Extended time

Glossaries or dictionaries

Individual administration

Frequent breaks

Sign language interpreters

Scribes to record signed or dictated responses

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Deafness: Accomodations at schools: Captioned media

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Deafness: Accomodations at schools: Captioned media

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Captioning media is the process of making pre-recorded videos accessible. Captions represent all of the audio content including spoken dialogue, sound effects, and speaker identification. Video captions benefit everyone including deaf students, emerging readers, visual learners, non-native English speakers, and many others.

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Deafness: Accomodations at schools: Note Takers

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Deafness: Accomodations at schools: Note Takers

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Note taking is an accommodation that captures important pieces of information in a systematic way. While most commonly used in the classroom, it can be used in any situation requiring learning, including job sites and internships.

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Deafness: Accomodations at schools: Assistive Listening Systems

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Deafness: Accomodations at schools: Assistive Listening Systems

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Assistive listening systems are designed to enhance the understanding of speech for deaf individuals who want to access information through their residual hearing and/or personal device (e.g., hearing aid or cochlear implant). There are different types of assistive listening systems that have their pros and cons and can support communication in a wide variety of settings.

There are three main systems used:

Frequency Modulation (FM)/Digital Modulation (DM)

Infrared

Induction loops.

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Deafness: Accomodations at schools: Interpreters

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Deafness: Accomodations at schools: Interpreters

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Interpreters facilitate communication between a deaf and hearing person.  This can be done in a number of modalities identified by the deaf person including:

Sign language interpretation

Transliteration

Tactile interpretation

Oral transliteration

Cued Speech Transliteration

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Accommodations are provided by a school, employer, or other institution to ensure deaf people are able to fully access all the experiences and activities offered. There are many different types of accommodations, ranging from interpreters to extra time for testing.
https://www.nationaldeafcenter.org/accommodations-101

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Accommodations are provided by a school, employer, or other institution to ensure deaf people are able to fully access all the experiences

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How the Screening Works:

The examiner will measure soundwaves as the child wears headphones and may be asked to raise their hand or drop a toy into a bucket when they hear a sound.

What Happens If a Child Fails the Initial Screening?

A child who fails an initial screening should be re-screened in 4-6 weeks. Children may have middle ear issues (i.e. colds, congestion, fluid behind the eardrums), difficulty with fit of the headphones, or the difficulty staying attentive to the task – all of which could interfere with the screening.

https://www.nationwidechildrens.org/family-resources-education/700childrens/2017/10/hearing-screening-at-school-what-to-expect-if-your-child-gets-tested

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Deafness: Definition in IDEA, and how it differs from the "hearing impairment" category

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Deafness: Definition in IDEA, and how it differs from the "hearing impairment" category

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Hearing impairment is defined by the Individuals with Disabilities Education Act (IDEA) as “an impairment in hearing, whether permanent or fluctuating, that adversely affects a child’s educational performance.”

Deafness differs from this by being 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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Deafness: Screening and Diagnosis of Hearing Loss

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Deafness: Screening and Diagnosis of Hearing Loss

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Hearing screening is a test to tell if people might have hearing loss. Hearing screening is easy and not painful. In fact, babies are often asleep while being screened. It takes a very short time — usually only a few minutes.
https://www.cdc.gov/NCBDDD/hearingloss/screening.html

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Centers for Disease Control and Prevention

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Hearing Screening

Hearing screening is a test to tell if people might have hearing loss. Hearing screening is easy and not painful. In fact, babies are often asleep while being screened. It takes a very short time - usually only a few minutes.

Babies

All babies should be screened for hearing loss no later than 1 month of age. It is best if they are screened before leaving the hospital after birth.

If a baby does not pass a hearing screening, it's very important to get a full hearing test as soon as possible, but no later than 3 months of age.

Older Babies and Children

If you think a child might have hearing loss, ask the doctor for a hearing test as soon as possible.

Children who are at risk for acquired, progressive, or delayed-onset hearing loss should have at least one hearing test by 2 to 2 1/2 years of age. Hearing loss that gets worse over time is known as progressive hearing loss. Hearing loss that develops after the baby is born is called delayed-onset or acquired hearing loss. Find out if a child may be at risk for hearing loss.

If a child does not pass a hearing screening, it's very important to get a full hearing test as soon as possible.

Full Hearing Test

All children who do not pass a hearing screening should have a full hearing test. This test is also called an audiology evaluation. An audiologist, who is an expert trained to test hearing, will do the full hearing test. In addition, the audiologist will also ask questions about birth history, ear infection and hearing loss in the family.

There are many kinds of tests an audiologist can do to find out if a person has a hearing loss, how much of a hearing loss there is, and what type it is. The hearing tests are easy and not painful.

Some of the tests the audiologist might use include:

Auditory Brainstem Response (ABR) Test or Brainstem Auditory Evoked Response (BAER) Test

Auditory Brainstem Response (ABR) or Brainstem Auditory Evoked Response (BAER) is a test that checks the brain's response to sound. Because this test does not rely on a person's response behavior, the person being tested can be sound asleep during the test.

ABR focuses only on the function of the inner ear, the acoustic (hearing) nerve, and part of the brain pathways that are associated with hearing. For this test, electrodes are placed on the person's head (similar to electrodes placed around the heart when an electrocardiogram (EKG) is done), and brain wave activity in response to sound is recorded.

Otoacoustic Emissions (OAE)

Otoacoustic Emissions (OAE) is a test that checks the inner ear response to sound. Because this test does not rely on a person's response behavior, the person being tested can be sound asleep during the test.

Behavioral Audiometry Evaluation

Behavioral Audiometry Evaluation will test how a person responds to sound overall. Behavioral Audiometry Evaluation tests the function of all parts of the ear. The person being tested must be awake and actively respond to sounds heard during the test.

Infants and toddlers are observed for changes in their behavior such as sucking a pacifier, quieting, or searching for the sound. They are rewarded for the correct response by getting to watch an animated toy (this is called visual reinforcement audiometry). Sometimes older children are given a more play-like activity (this is called conditioned play audiometry).

With the parents' permission, the audiologist will share the results with the child's primary care doctor and other experts, such as:

An ear, nose and throat doctor, also called an otolaryngologist

An eye doctor, also called an ophthalmologist

A professional trained in genetics, also called a clinical geneticist or a genetics counselor

For more information about hearing tests, visit the American Speech-Language-Hearing Association website.

Get Help!

If a parent or anyone else who knows a child well thinks the child might have hearing loss, ask the doctor for a hearing screening as soon as possible. Don't wait!

If the child does not pass a hearing screening, ask the doctor for a full hearing test.

If the child is diagnosed with a hearing loss, talk to the doctor or audiologist about treatment and intervention services.

Hearing loss can affect a child's ability to develop communication, language, and social skills. The earlier children with hearing loss start getting services, the more likely they are to reach their full potential. If you are a parent and you suspect your child has hearing loss, trust your instincts and speak with your doctor.

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Screening and Diagnosis | Hearing Loss | NCBDDD | CDC

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Hearing screening is a test to tell if people might have hearing loss. Hearing screening is easy and not painful.

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A student's experience with the "Phonic Ear" while at school

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A student's experience with the "Phonic Ear" while at school

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El Deafo by Cece Bell, published 2014. Bell, who was born deaf, recounts her childhood in the format of a guide starring an anthropomorphic rabbit, "Cece." It involves a FM system built by the California-based company Phonic Ear.
https://news.wypr.org/2014-12-14/el-deafo-how-a-girl-turned-her-disability-into-a-superpower

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FM systems: With FM systems, sound is transmitted directly from a microphone worn by a teacher or another person speaking, and transmitted via FM radio signals directly to an individual at a constant volume, regardless of the a person's distance from the FM microphone.
https://clerccenter.gallaudet.edu/national-resources/info/info-to-go/assistive-technology/assistive-technologies.html

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Deafness: Recent media about Deaf culture and experiences that are relevant to Special Education

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Deafness: Recent media about Deaf culture and experiences that are relevant to Special Education

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Deaf U (2020), viewable on Netflix
Reality series, 8 episodes
- Wikipedia summary: Deaf U is an American reality television program on Netflix that follows a group of deaf and hard of hearing college students who attend Gallaudet University, a federally chartered private university for the education of the deaf and hard of hearing that is located in Washington, D.C.
- Relevance to deafness topic: Over the years, the deaf college students in this reality series show have received varying forms of assistive technologies for intervention in order to finally arrive at the highest tier of education for the deaf. Viewers are able to see how they interact with and function in their daily lives, both within the deaf community and the outside hearing community.

CODA (2021) , viewable on Apple TV+
Feature film, 111 minutes
- IMDB summary: As a CODA (Child of Deaf Adults) Ruby is the only hearing person in her deaf family.
- Relevance: The character of Ruby is essentially a full-time, live-in interpreter and assistant to her deaf parents and deaf brother. Ruby plans on attending music college after graduating from high school, which would require her to leave the family home for long periods of time. Viewers are shown the complex issue of a family losing their link to the hearing world.

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According to the U.S. Department of Education, hearing loss is a low incidence disability. This means that this disability occurs in low numbers, or is uncommon within the general population.
https://www2.ed.gov/about/offices/list/ocr/docs/hq9806.html

Additionally, the Centers for Disease Control and Prevention (CDC), USA,  provides these statistics:

- Low- or high-frequency hearing loss occurs in 14.9% of children in the age range of 6-19. This is defined as "hearing loss of at least 16-decibel hearing level in one or both ears." Individuals in this category may be capable of full classroom participation without special education.

- Moderate to profound hearing loss occurs in 1.4 out of 1,000 children. In terms of percentage, this is 0.14%. This particular subcategory is commonly associated with the term deafness. It is defined as bilateral hearing loss of 40 decibels or more. Individuals in this category are likely to require special education.
https://www.cdc.gov/ncbddd/hearingloss/data.html

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Specific Learning Disability: Dyscalculia 

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Specific Learning Disability: Dyscalculia 

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Assistive technologies do NOT include calculators, as this does not build confidence. Instead, physical objects like blocks, coins, puzzles, and counters should be utilized to make the abstract less so.

Graph paper should be given to students to line up their work in a neat and orderly fashion. Text-to-speech (TTS) and Speech-to-Text are also helpful for students to help vocalize and think through math problems.

References:

Singh, M. (2020) Assistive Tools & Technology for Dyscalculia. Number Dyslexia. Retrieved from https://numberdyslexia.com/assistive-tools-technology-for-dyscalculia/

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Specific Learning Disability: Dyscalculia - High Incidence

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Specific Learning Disability: Dyscalculia - High Incidence

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Understood.org suggests that teachers should review what students have already learned before starting new topics. Additionally, teachers should guide students with the following:

encourage students to "self-talk" through solving problems

separate number problems and word problems

provide students a list of the formulas to see and reference

connect math to real life using concrete examples

use graphic organizers and other visual aids to help students visualize the work

make sure to check in frequently with the student

create math games or lead them to math game websites for students to guide their own learning

make math as interactive as possible

References:

Morin, A. (2019) Classroom accommodations for dyscalculia. Understood. Retrieved from https://www.understood.org/articles/en/at-a-glance-classroom-accommodations-for-dyscalculia)

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According to the National Numeracy Strategy and the DSM-5, dyscalculia is defined as "a condition that affects the ability to acquire arithmetical skills", as shown by struggles with:

number sense,

arithmetic memorization,

accurate and fluent calculation, and

accurate math reasoning.

The disorder is not just limited to math, however, but spans measurements, orientations (left/right, north/south), time periods, recalling strings of numbers such as phone numbers, hand-eye coordination, and so on.

The NCSE highlights two official types of dyscalculia:

Type 1 (Developmental dyscalculia): "students exhibit a marked discrepancy between their developmental level and general mathematical cognitive ability"

Type 2 (dyscalculia): "students exhibit a complete inability to manage mathematical concepts and numbers"

Also termed as "math dyslexia" or "number dyslexia", dyscalculia affects around 6% of the population as of 2020 (low incidence). The website Numberdyslexia.com states:

"Some studies do have found that there can be difference in rate of prevalence of mathematics disability in urban areas (1.49%) and rural ones (1.57%), (according to Nojabaee S, Arab J Bus Manag 3(5):50–59, 2014) referred at Science Daily, but level of dyscalculia in a person or child from rural and urban area shows no significant difference.

[...] Statistics collected by researchers suggest that prevalence of dyscalculia in men and women was in ratio of 4:1. In school going children, however, there was no difference in the prevalence."

References:

The Dyslexia Association (n.d.) Specific Learning Disabilities: Dyscalculia. Retrieved from  https://www.dyslexia.uk.net/specific-learning-difficulties/dyscalculia/

The National Council for Special Education (NCSE) (n.d.) Dyscalculia. Retrieved from  https://www.sess.ie/categories/specific-learning-disabilities/dyscalculia

Singh, M. (2020) Dyscalculia Statistics: An overview of facts, prevalence, percentage and reality. Number Dyslexia. Retrieved from  https://numberdyslexia.com/dyscalculia-statistics/

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Elva Li- NO. 9 Other health impairment e.g ADHD treatment and assistive technology

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Elva Li- NO. 9 Other health impairment e.g ADHD treatment and assistive technology

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A national parent survey from 2016¹ reported on medication and behavior treatment for children 2–17 years of age with current ADHD:

62% were taking ADHD medication

Ages 2–5: 18%

Ages 6–11:  69%

Ages 12–17: 62%

47% received behavioral treatment

Ages 2–5: 60%

Ages 6–11:  51%

Ages 12–17: 42%

NO assistive technologies are found in my research. Treating ADHD often requires medical, educational, behavioral and psychological intervention:

parent training

medication

skills training

counseling

behavioral therapy

educational supports

education regarding ADHD

Reference：
CHADD, (n.d.), Treatment of ADHD, Retrieved from https://chadd.org/about-adhd/treatment-of-adhd/

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Treating ADHD often requires medical, educational, behavioral and psychological intervention. This comprehensive approach to treatment is sometimes called "multimodal" and, depending on the age of the individual with ADHD, may include:

parent training

medication

skills training

counseling

behavioral therapy

educational supports

education regarding ADHD

Working closely with health care providers and other professionals, treatment should be tailored to the unique needs of each individual and family to help the patient control symptoms, cope with the disorder, improve overall psychological well-being and manage social relationships.
Recovery and ADHD
While there is no cure for ADHD, individuals with ADHD can experience mental health recovery. For these individuals, recovery can best be understood as the ongoing management of ADHD symptoms. According to the Substance Abuse and Mental Health Administration (SAMHSA), the two main hallmarks of mental health recovery are living a "meaningful life" and growing toward one's "full potential." For those with ADHD, these goals can be attainable. Despite the many challenges they face, resources exist that can help individuals with ADHD attain a level of well-being marked by independence, healthy interdependence, hope and personal satisfaction.
Treatment Research
The bulk of treatment research on ADHD has focused on the condition in children, and the options for them have a strong evidence-base for symptom reduction. For many, the need for intervention persists over the long-term. Research from the landmark National Institute of Mental Health Multimodal Treatment Study of ADHD showed significant improvement in behavior at home and school in children with ADHD who received carefully monitored medication in combination with behavioral treatment. These children also showed better relationships with their classmates and family than did not children receiving this combination of treatment. Further research confirms that combining behavioral and stimulant treatments are more effective than either treatment alone.

Although ADHD has been less thoroughly researched in adults than in children, adults who have been correctly diagnosed with the disorder can still take advantage of whatever treatments best meet their needs. Working with one or several health and mental health care practitioners, adults with ADHD can learn to manage symptoms as they are expressed in their lives.

ADHD is a condition that affects individuals "across the lifespan." This means that ADHD symptoms are usually experienced from one phase of life to the next, and that they extend to the various spheres of life during any particular life phase.

For more information

Complementary and Other Interventions
Treatment of ADHD in Adults
Treatment of ADHD in Children
Professionals Who Diagnose and Treat ADHD

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Treating ADHD often requires medical, educational, behavioral and psychological intervention. This comprehensive approach to treatment is sometimes called "multimodal" and, depending on the age of the individual with ADHD, may include: parent training medication skills training counseling behavioral therapy educational supports education regarding ADHD Working closely with health care providers and other professionals, treatment should...

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Elva Li - NO.9 Other health impairment e.g ADHD

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Elva Li - NO.9 Other health impairment e.g ADHD

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According to the Data and Statistics About ADHD, the incidence is 9.4% consider is low affects.

The estimated number of children ever diagnosed with ADHD, according to a national 2016 parent survey,is 6.1 million (9.4%). This number includes:

388,000 children aged 2–5 years

2.4 million children aged 6–11 years

3.3 million children aged 12–17 years

Boys are more likely to be diagnosed with ADHD than girls (12.9% compared to 5.6%).

Reference：

Center of Disease Control and Prevention, (n.d.), Data and Statistics About ADHD, Retrieved from  https://www.cdc.gov/ncbddd/adhd/data.html

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Centers for Disease Control and Prevention

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CDC uses datasets from parent surveys and healthcare claims to understand diagnosis and treatment patterns for ADHD.

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There are many ways autism can present in individuals.

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From austismspeaks.org: Autism, or autism spectrum disorder (ASD), refers to a broad range of conditions characterized by challenges with social skills, repetitive behaviors, speech and nonverbal communication. According to the Centers for Disease Control, autism affects an estimated 1 in 54 children in the United States today.

This is a spectrum disorder with many subtypes. Some people with ASD may require significant support in their daily lives, while others may need less support and, in some cases, live entirely independently.

Autism is often accompanied by sensory sensitivities and medical issues such as gastrointestinal (GI) disorders, seizures or sleep disorders, as well as mental health challenges such as anxiety, depression and attention issues.

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Teachers should use captioned videos in their classrooms. This will allow deaf students to interact with the content and ideas presented by the video's speaker.

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Allows people who are Deaf, Hard of Hearing, Deaf-Blind or Speech-Impaired to place calls to standard telephone users via a keyboard or assistive device.
https://www.ncdhhs.gov/assistance/hearing-loss/assistive-technology-for-the-deaf-and-hard-of-hearing

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Deafness is defined as partial or complete hearing loss. Deaf and hard of hearing people can experience anything from a very mild to a total loss of hearing.

The most common cause of deafness in children is an ear infection called otitis media. Environmental factors (such as noise, drugs, and toxins) and inherited disorders can lead to deafness.

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You can use video conferencing equipment and sign language interpreters, or you can use your mobile device
https://www.ncdhhs.gov/assistance/hearing-loss/assistive-technology-for-the-deaf-and-hard-of-hearing

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Alerting devices can help people stay connected and safe every day and in emergency situations. They use one or more of these types of signals:

1. Visual - a flashing light

2. Vibrotactile - a vibrating component

3. Auditory - increased amplification and use of lower frequency sounds

https://www.healthyhearing.com/help/assistive-listening-devices/alerting-devices

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Applied Behavior Analysis (ABA) techniques:
- Analyze behavior to understand its function
- Control the environment and behavior prior to a behavior
- Adjust responses
- Positive reinforcement

Alternative teaching methods
- Discrete trial teaching. Skills are broken down into small steps and taught using prompts which are gradually eliminated. Repeated opportunities to practice steps.
- Floortime. Therapy is incorporated into activities on the floor and focuses on developing interest in the world. Follows child’s lead
- Picture exchange communication. For nonverbal individuals pictures can be used to communicate and learn vocabulary and sentences.
- Relationship Development Intervention. Help improve social and emotional skills, adaptability, and self awareness.
- SCERTS Social  Communication/Emotional Regulation/Transactional Support. Children initiate communication and naturally apply functional skills. They learn from peers in inclusive settings.
-Training  and Education of Autistic and Related Communication Handicapped Children (TEACCH). A highly structured style of teaching that helps the individual map out activities and work independently

Guide to individualized education programs (IEP). Autism Speaks. (n.d.). Retrieved November 6, 2021, from https://www.autismspeaks.org/tool-kit/guide-individualized-education-programs-iep.

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Technology can help autistic children with (autismspeaks.org)
1. Communication. Many apps exist to help various needs of the spectrum from nonverbal individuals to those that need help with social cues.
2. Visual Schedules. These help maintain routines for daily living and bolster independence.
3. Decision making. It may be easier for autistic children to make decisions with a tablet than verbal communication.
4. Motivating tool. Entertainment on tablets can be rewards for positive behavior.
5. Video modeling. Videos can teach skills in a more interesting way for some children.
6. Social networking. Some autistic children find it easier to socialize through social networking than traditional methods.
7. Vocational Assistant. Tablets can provide checklists and reminders to help young adults stay on task.

Technology and autism. Autism Speaks. (n.d.). Retrieved November 6, 2021, from https://www.autismspeaks.org/technology-and-autism.

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Data from the CDC retrieved from autismspeaks.org. About 1 in 54 children are diagnosed with autism in the United States There is not difference in prevalence between black and white children, but there is a gap for Hispanic children indicating a need for improved screening. Boys are 4 times as likely as girls to be diagnosed.

Autism statistics and facts. Autism Speaks. (n.d.). Retrieved November 6, 2021, from https://www.autismspeaks.org/autism-statistics-asd.

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Great Online Resource for Assistive Technologies for a wide range of Learners with Special Educational Needs

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Great Online Resource for Assistive Technologies for a wide range of Learners with Special Educational Needs

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Discover websites, blog posts, articles, and videos related to understanding, selecting, and assessing assistive technology.

Getting Started

Whether low-tech, high-tech, or somewhere in between, assistive technology and related services play an important role in reducing barriers to learning for students with a variety of special needs and challenges. Before exploring the resources below, watch VideoAmy's " Five-Minute Film Festival: The Power of Assistive Technology," to better understand how technology can empower kids and help them build independence.

For Educators

Assistive Technology Module: To review the basics, check out this great overview of assistive technology for classroom teachers. (IRIS Center/Vanderbilt University)

Assistive Technology: Find general information on assistive technology and accessible educational materials, including relevant federal laws. Assistive Technology Resources is a comprehensive list of national organizations, conferences, state resources, and transition resources. (National Center on Accessible Educational Materials)

AEM Navigator: Explore a decision-making tool -- designed for use by Individualized Education Program teams -- that can help determine the need, selection, acquisition, and use of accessible educational materials. (National Center on Accessible Educational Materials)

For Parents

Finding Assistive Technology

Explore the following websites for information about specific technologies and guidance on finding appropriate tools.

For Educators

TechMatrix: Search a database of over 400 assistive and educational technology tools and resources. The products are searchable by content area, grade level, IDEA disability category, and type of instructional support. (U.S Department of Education/American Institutes for Research)

Consumer Guide for School Administrators: Download TechMatrix's useful consumer guide for guidance on technology purchases. Also available are research articles on the theory and practice of using technology to improve student learning. (National Center for Technology Innovation and the Center for Implementing Technology in Education)

For Parents

Tips and Tools

Social-Emotional Apps for Special Ed: Find apps to help students of all ages build emotional literacy, learn self-regulation, and focus on problem solving and task planning. (Edutopia, 2015)

Apps to Support Diverse Learners in the Classroom: Find apps to help diverse learners gamify tasks, learn social cues, prioritize, strengthen math skills, and sharpen language abilities. (Edutopia, 2015)

It's a Snap! 4 Ways to Use Music With Special Needs Students: Discover ways to supplement visuals with music, teach through students' favorite songs, emphasize rhythm, and generalize lessons into non-musical settings. (Edutopia, 2014)

Creating a "Least Restrictive Environment" with Mobile Devices: See how mobile devices can help create a "least restrictive environment," not only for students with disabilities, but for everyone else as well. (Edutopia, 2013)

Dictation Technology Will Change Writing Instruction: Consider this thoughtful examination of how dictation technology is likely to change the future of writing instruction. (Edutopia, 2013)

Resources to Address Specific Challenges

Universal Design for Learning (UDL)

What is UDL?: Understand the basics of universal design for learning. (National Center of Universal Design for Learning)

UDL and Technology: Read about the relationship between UDL and technology. UDL strategies do not replace the need for AT, but UDL and AT can be complementary. (National Center of Universal Design for Learning)

Universal Design for Learning: What It Is and How It Works: Explore key takeaways for parents, including information about advocating for children. (Understood.org)

Was this page helpful? Are you familiar with other useful resources? Please share your feedback in the comments, and let us know if you'd like to see other types of resources included on this page.

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Discover websites, blog posts, articles, and videos related to understanding, selecting, and assessing assistive technology.

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How Traumatic Brain Injury Affects Daily Life

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Traumatic Brain Injury by Jono WS - Low Incindence

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Traumatic Brain Injury by Jono WS - Low Incindence

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Traumatic Brain Injury (TBI) is an acquired injury to the brain caused by an external physical force, resulting in functional disability or psycho-social impairment, or both, that adversely affects a child’s educational performance. TBI is considered to be low incidence, but due to the nature of how it occurs, it is something that could happen to anyone, at any time, and is a serious disability that we should be aware of as educators.

Traumatic Brain Injury (TBI) can have a variety of different effects on individuals injured in this way, depending on the part of the brain that was injured.

People suffering from Traumatic Brain Injuries can experience a wide variety of different symptoms including;

lack of focus

irritability

language difficulty

blurred vision

short and long term memory issues

slurred speech

fine motor skill difficulty

What assistance can we provide to learners with Traumatic Brain Injuries?

1.  Additional Support from Teaching Assistants - We can utilize support staff in the classroom when helping assist learners with Traumatic Brain Injury. Support staff can assist by helping learners to maintain focus on tasks, providing breaks and opportunities to leave the classroom during periods of irritability, as well as provided support with dictation and transcription for learners experiencing issues with their vision.

2. Establishing ICT Support in the Classroom - there are plenty of ways in which we can use new technologies to learners with TBI. Learners can be encouraged to use recording devices to help record lessons, or ideas, in case they suffer from short/long term memory loss. Dictation apps and programs can be used to help people who may have issues with writing due to fine motor skill difficulties.

3. Targeted Interventions - schools can start a program of interventions for learners suffering from TBI. Due to the variability of people suffering from TBI, interventions can be organsied on a personalized level, as part of an IEP to help the learner develop in the areas in which they need the most assistance.

4. A Positive Atmosphere - the learning environment can be crucial for learners with TBI. People can show a wide range of symptons, and can be impacted in such a variety of ways, that a postive atmosphere, and an established culture of developing a "growth mindset" could be hugely beneficial. If there is a "can do" culture in the classroom, it can help provide learners with the push they need on difficult days when they may be irritable, or feeling the symptoms of their TBI more that others.

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means concomitant impairments (such as intellectual disability-blindness or intellectual disability-orthopedic impairment), the combination of which causes such severe educational needs that they cannot be accommodated in special education programs solely for one of the impairments. Multiple disabilities does not include deaf-blindness.

source: https://sites.ed.gov/idea/regs/b/a/300.8/c