• articulation, the production of speech sounds
• fluency, the rhythm and flow of speech
• voice, the quality of pitch, resonance, or loudness

• need accommodations in seating or use assistive devices in class
• have difficulty understanding or following directions
• have difficulty reading, writing, or speaking aloud in class
• feel self-conscious or anxious about talking
• miss class time to attend speech-language therapy

• giving additional time to complete assignments or make up work
• substituting written papers or projects for oral presentations, or allowing the student to demonstrate learning one-on-one with you
• reviewing the IEP or 504, if the student has one, and working with the SLP to facilitate communication and learning in the classroom

• ^{communicating with others;}
• ^{taking care of personal needs (dressing, bathing, going to the bathroom);}
• ^{health and safety;}
• ^{home living (helping to set the table, cleaning the house, or cooking dinner);}
• ^{social skills (manners, knowing the rules of conversation, getting along in a group, playing a game);}
• ^{reading, writing, and basic math; and}
• ^{as they get older, skills that will help them in the workplace.}

• ^{Intellectual Disabilities by LumenLearning.com}
• ^{Effective Teaching Methods for People with Intellectual Disabilities by gulfbend.org}
• ^{Intellectual Disability Strategies by do2learn.com}
• ^{Intellectual Disabilities by specialeducationguide.com}

1. ^{Paper Strategies: including print, magnification and braille}
2. ^{E-Text Strategies: including tracking, auditory support and refreshable braille}
3. ^{Auditory Strategies: including readers and auditory books}

"Sometime I just want to be normal" 
"Dude, no one is normal..."

• Not responding to his/her name by 12 months of age
• Not pointing at objects to show interest by 14 months
• Not playing "pretend" games by 18 months
• Avoiding eye contact or preferring to be alone
• Getting upset by minor changes
• Flapping their hands, rocking their body or spinning in circles
• Having unusual and sometimes intense reations to the way things smell, taste, feel and/or look

• Learn as much as possible about autism spectrum disorder

• Provide consistent structure and routine

• Connect with parents of children with autism

• Seek professional advice for specific concerns

• When the child is at home, the school may arrange for a homebound instructor to bring assignments from school to home and help the student complete those assignments.
• When the child is hospitalized, services may be provided by the hospital, through arrangement with the school, although this will vary according to local policies. (In any event, the hospital is likely to have policies and procedures of its own, and it’s important for the family to find out what those are.) The hospital may want to review the child’s IEP and may, with the parent’s permission, modify it during the child’s hospitalization.
• After the child is discharged, the hospital will share a summary of the child’s progress with the school, in keeping with whatever local school policies are.

• An estimated 2.8 million people sustain a TBI annually.¹ Of them:
  • 50,000 die,
  • 282,000 are hospitalized, and
  • 2.5 million, nearly 90%, are treated and released from an emergency department.
• TBI is a contributing factor to a third (30%) of all injury-related deaths in the United States.¹
• Every day, 153 people in the United States die from injuries that include TBI.¹
• Most TBIs that occur each year are mild, commonly called concussions.²
• Direct medical costs and indirect costs of TBI, such as lost productivity, totaled an estimated $60 billion in the United States in 2000.³
• https://www.brainline.org/article/get-stats-traumatic-brain-injury-united-states