• A sound source, such as a public address system, microphone, or home TV or telephone
• An amplifier
• A thin loop of wire that encircles a room or branches out beneath carpeting
• A receiver worn in the ears or as a headset

• Graphic Organizers: Students with ADHD may find it difficult to organize their thoughts when beginning a writing task.  Graphic organizers, whether simply print-outs or web-based programs, help students to visually organize their thoughts and and outline information as they begin a writing project.  Web-based programs offer the added benefit of allowing the student to add information in an unstructured manner and the program can then help to organize the information into appropriate categories (Young & MacCormack, 2018).  An example is https://www.mindomo.com/ which includes templates and asks students questions to help them in the initial stages of writing.
• Scanning pens: For students with ADHD who struggle with reading, they are able to scan a word to hear the definition or to hear whole sentences read aloud.  This can help improve reading comprehension and speed of reading.
• Audio books and reading software: These tools also may be beneficial to students with ADHD that struggle with reading as they allow students to listen to the text and they can also search for specific pages or chapters and bookmark them.
• Personal FM Listening Systems: This allows the teacher's voice to be transmitted directly to the student's ear through an earphone worn by the student.  Although not designed specifically for students with ADHD, this has been found to improve speech recognition performance and lead to an increase in on-task behaviours for students with ADHD.
• Portable word processors: These are lightweight devices which can be used for note-taking and writing assignments.  They can be helpful for students with ADHD who have difficulties taking notes or with handwriting in general.
• Talking Calculators: These have a built-in speech synthesizer which reads each number aloud as the student presses the keys.  This will provide instant feedback to the student that they have pressed the correct calculator keys and it can also help students to process the digits they see in a math problem more easily.
• Electronic Math Worksheet Software: This allows students to work through math problems on a computer screen with the numbers being read aloud by a speech synthesizer.  It is useful for students who find it difficult to align math problems on paper  An example application is 'MathPad' which translates what students have written on the tablet screen into a more readable and solvable math problem. 
• Motivation Aid tools: There are some assistive technology tools which can be used to help students with ADHD remain focused, on-task, and motivated to learn.  An example of which is a MotivAIDER device which can be set to vibrate and display a motivational message at set intervals throughout the day reminding the student to remain focused.  Such devices can help keep students on-task and can lead to greater productivity in students with ADHD.
• Time aids: These can be used to help improve time management in students with ADHD.  It can be difficult for students with ADHD to comprehend and manage time effectively, therefore these tools help to make the passage of time more understandable and concrete by providing a visual timer that can actually show them the passage of time. Timetimer.com have a number of different visual timers available where the coloured disk disappears as the set amount of time elapses. 
• Fidget toys: A low-tech option is one of a variety of 'fidget toys' which can help to keep the hands of students with ADHD busy in a way that is not distracting for others and is both soothing for the student and can also assist in keeping them on-task.  A number of such toys are listed here: https://www.additudemag.com/slideshows/fidget-toys-for-classroom-focus-top-picks-for-adhd/

• Seating the student near the front of the class and away from areas where there are many potential distractions.
• Planning for periods of movement around the classroom and avoiding having students sat in one place for extended periods of time.
• Breaking tasks down into manageable steps and providing students with a visual of the day's schedule.  As a lesson or task is completed, the teacher can cross it off the list.
• Using a timer in class and telling students how long they have to work on a particular task.
• Establishing a classroom routine with clear rules which could be displayed in picture form around the classroom as visual cues.
• Alternating activities and allowing for smooth transitions between activities by informing (and showing) students how much time remains for each activity. 
• Highlighting important information for the students and providing plenty of positive feedback to recognize their achievements. 

• Attention Deficit Disorder (ADD). (n.d.). Do2Learn. Retrieved March 13, 2022, from https://do2learn.com/disabilities/CharacteristicsAndStrategies/AttentionDeficitDisorder_Strategies.html 
• Dean, R. (2015, January 2). A Gadget for Every Need: Assistive Technology for Students. Edutopia. Retrieved March 15, 2022, from https://www.edutopia.org/discussion/gadget-every-need-assistive-technology-students 
• Dragoo, K. E. (2020, October). The Individuals with Disabilities Education Act: A Comparison of State Eligibility Criteria (No. R46566). Congressional Research Service.
• Flewelling, J. (2016, April 5). How Does ADHD in Children Impact Academic Performance? Beyond Book Smart. Retrieved March 15, 2022, from https://www.beyondbooksmart.com/executive-functioning-strategies-blog/how-does-adhd-in-children-impact-academic-performance 
• Jangmo, A., Stålhandske, A., Chang, Z., Chen, Q., Almqvist, C., Feldman, I., Bulik, C. M., Lichtenstein, P., D’Onofrio, B., Kuja-Halkola, R., & Larsson, H. (2019). Attention-Deficit/Hyperactivity Disorder, School Performance, and Effect of Medication. Journal of the American Academy of Child & Adolescent Psychiatry, 58(4), 423–432. https://doi.org/10.1016/j.jaac.2018.11.014
• LibGuides: Attention Deficit Hyperactivity Disorder/Attention Deficit Disorder (ADHD/ADD): Common Assistive Technologies. (n.d.). Illinois Library. Retrieved March 15, 2022, from https://guides.library.illinois.edu/c.php?g=490037&p=3350464#:%7E:text=Scanning%20pens%20help%20people%20with,their%20reading%20comprehension%20and%20speed.&text=This%20text%2Dto%2Dspeech%20software,individuals%2C%20schools%2C%20and%20institutions. 
• Lombardi, P. (n.d.). Assistive Technologies to Support Students with ADHD – Understanding and Supporting Learners with Disabilities. Pressbooks. Retrieved March 15, 2022, from https://granite.pressbooks.pub/understanding-and-supporting-learners-with-disabilities/back-matter/assistive-technologies-to-support-students-with-adhd/ 
• Schafer, E. C., Mathews, L., Mehta, S., Hill, M., Munoz, A., Bishop, R., & Moloney, M. (2013). Personal FM systems for children with autism spectrum disorders (ASD) and/or attention-deficit hyperactivity disorder (ADHD): An initial investigation. Journal of Communication Disorders, 46(1), 30–52. https://doi.org/10.1016/j.jcomdis.2012.09.002
• Stanberry, K., & Raskind, M. H. (n.d.). Attention Required! | Cloudflare. Reading Rockets. Retrieved March 15, 2022, from https://www.readingrockets.org/article/assistive-technology-kids-learning-disabilities-overview 
• Stanberry, K., & Raskind, M., PhD. (2022, February 18). Assistive Technology for ADHD Challenges at School. ADDitude. Retrieved March 15, 2022, from https://www.additudemag.com/change-the-program/ 
• What is ADHD? (2021, January 26). Centers for Disease Control and Prevention. Retrieved March 15, 2022, from https://www.cdc.gov/ncbddd/adhd/facts.html#:%7E:text=ADHD%20is%20one%20of%20the,)%2C%20or%20be%20overly%20active. 
• Young, G., & MacCormack, J. (2018, May 4). Assistive Technology for Students with Learning Disabilities. LD@school. Retrieved March 13, 2022, from https://www.ldatschool.ca/assistive-technology/ 

• ^{engagement in repetitive activities and stereotyped movements}
• ^{resistance to environmental change or change in daily routines}
• ^{unusual responses to sensory experiences} 
• ^{restricted behavior}
• ^{fixation and obsessive interests}
• ^{delayed language, movement, cognitive or learning skills}
• ^{hyperactive, impulsive, and/or inattentive behavior}
• ^{Epilepsy or seizure disorder}
• ^{unusual sleeping and eating habits}
• ^{GI issues}
• ^{unusual mood or emotional reactions}
• ^{anxiety, stress, or excessive worry}
• ^{lack of fear or more fear than expected}

• ^{Level 1, Requiring Support: mild autism symptoms, struggle with social circumstances, some obstructive or recurring behaviors, can communicate verbally but might have difficulties maintaining conversations and friendships. They require minimal support to complete daily tasks and respond well to set routines.}  
• ^{Level 2, Requiring Substantial Support: central range of the spectrum and need more assistance than level 1, typically have problems maintaining appropriate social interactions and their unusual behaviors are more noticeable.  They may be verbal or nonverbal. Need extensive social support.}
• ^{Level 3, Requiring Very Substantial Support:  severe end of the spectrum, having significant challenges with social and communication skills, restrictive and repetitive behaviors prohibit independent functionality. Many are nonverbal but some can use a few words.  Severe echolalia and rocking, unexpected events are very challenging for them and they require considerable support to get through the day.}

• ^{develop skills at different rates and levels than neurotypical children (NTs)}
• ^{delayed language development}
• ^{do not always pay attention}
• ^{may not instinctively engage in shared or joint attention making communication difficult}
• ^{difficult time with perspective}
• ^{hard to predict or understand behavior of others and themselves}
• ^{essential classroom skills: focus, attention, transition management, organization, memory, time management, emotional control, frustration}
• ^{difficulties seeing "big picture" in real life scenarios and in stories or books making the overall message in books and stories lost due to extreme focus on other details like pictures or nonessential details.}

• ^{avoid sensory overload: reducing unnecessary environmental stimuli}
• ^{pairing autistic students with positive peer role models}
• ^{maintain structure and routine}
• ^{encouraging a calm and positive environment in the classroom}
• ^{Use visuals: quick and clear reminders about items in the classroom e.g. rules, where things go, resources, etc}
• ^{be predictable: establish routines, set schedules, this will help autistic students by reducing anxiety}
• ^{use concrete language: figurative language is difficult for people with ASD to understand.  ASDs typically interpret concrete terms and need clear and concrete instruction}
• ^{teach social skills directly: hidden curriculum ideas to develop social skills can be too complex. Model and discuss appropriate behavior directly and easily.}
• ^{treat students as individuals: each student on the spectrum is affected differently and some accommodations might not work with every student with ASD.} 

• ^{Behavioral (DTT & PRT): instructional} 
• ^{Developmental: Speech language Therapy, Occupational therapy, Social Integration Therapy, Physical Therapy}
• ^{Educational: TEACCH Approach}
• ^{Social-relational: Floor Time}
• ^{Pharmacological: Medication}
• ^{Psychological: CBT Cognitive Behavior Therapy}
• ^{Complementary and alternative: special supplemental therapy, diets, etc.}

• ^{Augmentative and Alternative Communication (AAC) devices that can help students with minimal verbal communication or non verbal and allow them to better understand the foundational concepts of verbal communication while lowering the barriers that can prompt a child to become agitated and while having their needs recognized and understood.}
• ^{Picture Exchange Communication Systems (PECS) low tech form of visual communication that can help facilitate clear communication between children and caregivers and rely on pictures to specify needs or to embody concepts. Can engage a child and allow them to explore their own grasp on communication. Rely on ABA principles.  These visuals can also supplement or replace typical verbal instruction.}
• ^{Talk Light can be used to monitor noise levels in the environment}
• ^{Noise Cancelling Earphones  can be used to help children cope with noisy environments.}
• ^{Video Games might be a good way for ASDs to connect with peers and family members in ways that other activities cannot. Can encourage independent learning, exploration, and development of critical social skills due to stimulative capabilities.}

"an impairment in vision that, even with correction, adversely affects a child’s educational performance. The term includes both partial sight and blindness."

• Some classes, such as physical education, may pose difficulties for students with orthopedic impairments and some will need to be excused from gym class. Other students with mild orthopedic impairments may be able to participate.
• Orthopedic disability may have an impact on a student's behavior in class for all subjects. For example, students with orthopedic impairment might get tired more quickly than their classmates without orthopedic disabilities.
• Special seating arrangements may be necessary to support a student with an orthopedic impairment, such as posture and mobility, as moving around the classroom or moving around school hallways may be difficult for that student. 
• Schools may also need to arrange the schedules of students with orthopedic impairment in a way that prevents them from having to travel long distances from one class to another and providing elevator access can help these students move around the school building.

• Audio books: If the students are struggling to understand the words and sentences he or she has read, listening to the book might be able to benefit him/her. 
• Text to speech: This technology turns text into audio for students to listen to. Can be used to help the student with word recognition. Some students struggle with writing and being able to turn their speech into words can be beneficial and help them to complete the task, help keep their attention and help to comprehend words better.
• Optical Character Recognition: This is software that converts a picture into spoken words. This image can be of a text, a worksheet, from a book or a sign.
  
  

• Printed Graphic Organizers: https://www.youtube.com/watch?v=-zxM9kBH2EE&t=18s , follow this link to learn more about graphic organizers.
• Portable word processors: Help students take notes, type and some of these word processors have predictive text software built in. This is ideal for students who struggle with note taking. 
• Speech Recognition software: Students spoke words can be turned into text. This helps students get their thoughts down in a timely manner.
  
  

• Talking Calculator: Works the same as a conventional calculator, except that the calculator reads the math equation back to the student. This calculator can help students with their confidence.
• Electronic Math Worksheet: This enables the students to do their math problems on a computer screen. This can help the student organize their thoughts and read the math equations, numbers and symbols back to the student. 
  
  

• Difficulty with logic, problem solving, and reasoning
• Slower to respond, react and complete activities and tasks
• Difficulty remembering facts, procedures, events, etc.
• Frequently struggles with grade level work
• Difficulty storing new information, working memory deficits 
• Difficulty retrieving old information
• May be disoriented with time, places, and people
• Difficulty sequencing events
• Physical and verbal perseverations (repeating a word, phrase, or action, over and over again)
• Poor judgment and reasoning skills

• Repeat instructions and directions as needed and provide one direction at a time.
• Remember that the student may take a longer amount of time to process information.
• Have consistent routines and rules to promote procedural memory. 
• Provide student with an outline so they can anticipate content and transition.
• Use pictures or visual cues to alert the student of the need to do something different. 
• Practice systematic verbal rehearsal - student may have to "practice" a verbal cue and what is expected.
• Teach memory strategies and memory tricks such as elaborative rehearsal, mnemonics, limericks, etc.
• Use a scribe or note-taker and have notes photocopied at the end of class to give to student. 
• Check for understanding - recognition vs. recall.
• Modify work amounts and shorten assignments to the minimum necessary (increase gradually if student is successful).
• Be very specific and to the point - use simple, concrete language.
• Provide specific feedback on responses - state that an answer is correct or needs more input.

• Inappropriate social behaviors
• Emotional responses may be unpredictable in nature and severity
• Difficulty regulating emotions
• May struggle to accurately interpret verbal and non-verbal cues 
• Emotional responses may not "fit" the situation 
• Emotional instability (happy one moment, sad the next)
• May exhibit signs of poor self-concept, depression, isolation, withdrawal, and paranoia

• Consider a modified schedule and / or a behavior plan.
• Start a behavior modification program for academic and/or social skills and have student chart their progress.
• Be aware that a previously effective behavior plan may not work due to memory deficits.
• Talk with the student ahead of time and let them the discipline plan.
• Have student be prepared for schedule changes, such as late start, substitute teacher, early dismissal, etc.
• Let student carry pictures of family and friends. 
• Structure student's activities and schedule to reduce the number of unexpected changes and unstructured periods.
• Explicitly teach coping and de-escalation strategies.
• Engage the student in role-play scenarios to target specific social responses

• Difficulty focusing attention
• May have difficulty controlling impulses, thoughts, and feelings
• Injury and memory loss may impact successful use of behavior modification strategies
• Distracted by internal and external events and thoughts

• Allow the student more time to complete tasks and reduce the workload if needed.Avoid activities requiring the student to concentrate for long periods of time.
• Keep distractions to a minimum - use study carrels or room dividers as needed.
• Provide direct support in organizational strategies.
• Have student keep a planner or agenda, where all assignments are written down.
• Use a communication book with parents.
• Provide preferential seating.
• Arrange seating to allow for more space between students.
• Provide small group instruction.
• Provide the student with a written schedule and keep the schedule as consistent as possible.
• Provide an area for supplies and books (away from the student's work space).
• Select a classroom buddy.
• Limit task list to 5 things, and when each task is completed immediately erase that task or check it off

• May have speech and language deficits (should be checked frequently)
• Difficulty speaking words or phrases
• Difficulty comprehending what others say
• May struggle to follow multi-step instructions

• Use mnemonic devices such as rhymes or songs to remember names.
• Read books and other materials that have pictures in them. 
• Allow student to have processing time when you ask questions. 
• Provide directions one at a time. 
• Give directions in verbal and written form.

• May struggle to process visual information (visual perceptual issues)
• May experience visual deficits such as double vision and partial loss of vision
• May have visual "blind spots"
• Possible coma could produce some slowing and lethargy
• Seizures are common following a head injury, and seizure medication may cause “cognitive dulling”
• Difficulty staying awake 
• Inability to recognize post-injury deficits
• Possible gross or fine motor deficits depending on what part of the brain was injured (may have some paralysis)
• Short periods of disorientation or attention lapse 
• May tire frequently and easily

• Realize that the student may get tired quickly, and let the student rest as needed.Be aware of and use the student's best sensory modality (e.g. auditory, visual).
• Be aware of any medications the student takes and its side effects.
• Provide preferential seating if the student has visual difficulties.
• Be aware of any gross or fine motor difficulties

• Fatigue
• Headaches
• Visual disturbances
• Memory loss
• Poor attention/concentration
• Sleep disturbances
• Dizziness/loss of balance
• Irritability/emotional disturbances
• Feelings of depression
• Seizures
• Possible coma
• Nausea
• Loss of smell
• Sensitivity to light and sounds
• Mood changes
• Getting lost or confused
• Slowness in thinking

• Results in permanent brain damage
• Produces lifelong deficits (to varying degrees)
• Death may occur 
• Seizures
• Coma (to varying degrees)
• Confusion
• Difficulty with "thinking skills" (memory, attention, judgment)
• Blurred vision, loss of vision
• Change in hearing acuity
• Ringing in ears
• Slurred speech
• Difficulty understanding spoken language
• Difficulty processing sensory input (touch, smell, hearing, etc.)
• Personality changes
• Loss of taste and/or smell
• Paralysis
• Lethargy
• Loss of bowel/bladder control
• Dizziness
• Inappropriate emotional responses 

• Results in significant permanent brain damage
• May result in total loss of speech ability
• Produces lifelong deficits to a severe degree
• May require lifetime care and assistance
• Sustained loss of consciousness 
• Can result in death