• Behavior and Communication Approaches
• Dietary Approaches
• Medication
• Complementary and Alternative Medicine

• Differentiate instruction
• Alternative assessments (portfolios, formative assessments, projects, class blog entries)
• The interactive notebook is a note-taking style that consists of a spiral notebook or composition notebook organized in a structured manner, instruction embedded with the interactive notebook helped students achieve learning gains compared to students who did not use the interactive notebook ( Monem, R., Bennett, K. D., & Barbetta, P. M. 2018). 
• Teacher-Directed Strategy Instruction (Troia & Graham, 2002) 
  • writing support strategies
  • grades 4 and up
• PLEASE ---Pick, List, Evaluate, Activate, Supply, End (Welch, 1992)
  • Metacognitive strategy for idea generation, organization, composition, and editing
  • Skills targeted: Metacognitive brainstorming of ideas, planning and organizing, writing, and revising
  • Target age group: Grade 6 and higher

• Low-Tech: Equipment and other supports readily available in schools, including off-the-shelf items to accommodate the needs of students which can be provided by general and/or special education. Calculators, tape, recorder, pencil grip, and larger pencils.
• High-Tech: Supports for students who may need more specialized equipment and support services beyond basic assistive technology; often students with low incidence and/or significant/severe disabilities, who require more in-depth assessment such as closed circuit television (CCTV), augmentative communication devices, sound field systems, alternative computer access, and specialized software. 
• iPad tools and applications to provide support in the area(s) of need.
• MathTalk Speech Recognition Mathematics Software
• Speech-to-Text functions on Microsoft Word

• Hearing loss: This is a reduced ability to hear sounds in the same way as other people.
• Deafness: This occurs when a person cannot understand speech through hearing, even when sound is amplified.
• Profound deafness: This refers to a total lack of hearing. An individual with profound deafness is unable to detect sound at all. The severity of hearing impairment is categorized by how much louder volumes need to be set at before they can detect a sound. Some people define profoundly deaf and totally deaf in the same way, while others say that a diagnosis of profound deafness is the end of the hearing spectrum. (Felman, 2018)
  
  

• First, we should figure out what type of deafness he/she has, and is he/she prelingual or postlingual deafness. 
• Encourage students with a hearing loss to seat themselves toward the front of the lecture theatre where they will have 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. Be aware that some students may not be comfortable with this suggestion or have alternate strategies. Respect their choices.
• Use assistive listening devices such as induction loops if these are available in the lecture theatre. Hearing aids may include transmitter/receiver systems with a clip-on microphone for the lecturer. If using such a microphone, it is not necessary to change your speaking or teaching style.
• Ensure that any background noise is minimised.
• Repeat clearly any questions asked by students in the lecture or class before giving a response.
• Do not speak when facing the blackboard. Be aware that moustaches, beards, hands, books or microphones in front of your face can add to the difficulties of lip-readers. Students who lip-read cannot function in darkened rooms. You may need to adjust the lighting in your teaching environment. If a sign interpreter is employed, follow the hints for working with a sign interpreter.
• It is difficult for a student watching an interpreter to also take notes from an overhead or blackboard. An interpreter is unable to translate concurrently both your words and any information given on an overhead. It is important therefore that all information should also be available as handouts.
• Provide written materials to supplement all lectures, tutorials and laboratory sessions. Announcements made regarding class times, activities, field work, industry visits etc, should be given in writing as well as verbally.
• Allow students to record lectures or, preferably, make available copies of your lecture notes. Flexible delivery of teaching materials via electronic media is also particularly helpful for students who have difficulty accessing information in the usual ways. For students with a hearing loss, new technology - and the internet in particular - can be used to bridge many gaps.
• Ensure that lists of the subject-specific jargon and technical terms which students will need to acquire are made available early in the course. If interpreters or captioning are being used as an adjustment, make this list available to the professionals providing the service as early as possible.
• Any videos or films used should, where possible, be captioned. When this is not possible, you will need to consider alternative ways for students with hearing impairment to access the information.
• In tutorials, assist students who lip-read by having the student sit directly opposite you and ensure, if possible, that they can see all other participants. Control the discussion so that only one person is speaking at a time.
• Students with hearing loss, especially those with associated speech issues, may prefer to have another student present their tutorial papers.
• 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. Consider tailoring these reading lists when necessary, and provide guidance to key texts.
• Allow assignments or reviews to be completed on an in-depth study of a few texts rather than a broad study of many.
• Using Auslan interpreters and live remote captioning may require some adjustments in teaching styles, particularly the pace of the learning. Consult with the providers of the service early to identify any potential changes.
• Where live remote captioning is provided, a transcript of the session can usually be assessed within 24 hours. It is recommended that these be emailed directly to the student as an accurate record of reference.
  
  

• 
  Personal FM systems can send a teacher’s voice from a wireless microphone worn by the teacher through FM radio waves directly to a small receiver worn by the student with hearing loss. Personal FM systems can be used by students who use hearing aids or a cochlear implant and by those who do not.
• Soundfield systems send the teacher’s voice from a microphone to one or more speakers positioned close to the child or mounted to a wall. This allows more than one student to use the system simultaneously. A sufficient signal-to-noise ratio for a child with hearing loss may not be provided by some systems in noisy rooms or in rooms where sound reverberates. Another type of soundfield system is an induction loop (IL) system. In this system a loop of wires encircles the entire listening area. The IL system signals can be accessed by hearing aids or cochlear implants with T coils.
• Other Assistive Listening Devices include infra-red (IR) systems through which sound is transmitted using infrared light waves. A strict line of sight is usually required between the light emitter and the listener with the receiver since natural light may interfere with the transmission. Testing a variety of different systems is suggested if you are not sure which Assistive Listening Device will work best.
• Audio-visual FM Systems facilitate speech-reading for students who are oral-deaf or hard of hearing. An example would be the AudiSee which includes a microphone transmitter and a headset-camera worn by the teacher. The student has a small monitor-receiver on the desk allowing the student to hear the teacher’s voice and see the teacher’s face.
• Amplified Telephones provide a wide variety of adapted telephones as well as alerting devices that can help persons with varying degrees of hearing loss. 
  
  

• Translation Services are available which allow the words of a speaker to be transcribed, by a trained individual using a keyboard, into text displayed on a monitor, screen, or laptop computer, used by the students who are hard of hearing or deaf. Examples of translation services include, but are not limited to: Communication Access Realtime Translation (CART) which provides word- for-word instant translation of spoken words into text; C-Print and TypeWell programs which provide condensed meaning-for-meaning instant translation of spoken words into text.
• Accessible Instructional Materials (AIM) may be a consideration as hearing loss can impact competency in reading. For some students, text-to-speech, word prediction, or another type of assistive technology should be considered. See http://www.at.mo.gov/etc.html for borrowing devices/software for trials or http://at.mo.gov/aim/aim.html for related IDEA requirements, accessing AIM, NIMAS, etc. Also see TAP for Internet for obtaining some types of adaptive computer equipment/software for home use: http://www.at.mo.gov/tap_internet.html
• Captioning Services for video/audio productions provide captioned audio and video productions for students who are deaf/hard of hearing to support equal access to content. Schools are required, if indicated on the student’s Individual Education Plan, to provide captioned audio and video productions. Captions display spoken dialogue as printed words on a television or computer screen. The Described Caption Media program at http://www.dcmp.org provides captioned videos to schools, and families of children with hearing loss and are free to those registered as a Level 2 member. 
• Face to Face Communication Systems can provide assistance when short, one-on-one conversations are needed. An educator and deaf or hard-of-hearing student can type messages back and forth on devices consisting of two keyboards and displays. Examples of devices are the Ubi-Duo and Interpretype.
• Text and other Adaptive Telephones (TTY) can provide access for individuals who cannot use amplified phones. Additional options now available include PDAs, Blackberries, Sidekicks and videophones. For more information, see the “to learn more about adapted telephones or obtain one” section below.
  
  

• Text-to-speech - Text-to-speech software, such as Kurzweil 3000, can read aloud digital or printed text. This is beneficial as students are more likely to understand text when unfamiliar words are read to them. Text-to-speech can have a positive effect on decoding and word recognition, as well as reading fluency and reading comprehension. Text-to-speech software can be especially helpful for students who retain more information through listening than reading. This software can assist students with monitoring and revising their typed work, as hearing the text read aloud may assist students in catching grammatical errors that may have otherwise gone unnoticed.
• Speech-to-text –Writing involves low-level transcription skills (e.g., handwriting, spelling, punctuation, and grammar), as well as high-level composition skills (e.g., planning, generating content, and revising). Speech-to-text software transcribes spoken word into computer text, allowing the student to bypass the demands of typing or handwriting; freed from these effortful tasks, students may compose stories that are longer, more complex, and contain fewer errors.

• Audio books. 
• Braille - 

1. Slate & Stylus - A slate and stylus for a person with blindness or low vision is the equivalent of a pencil and paper for a sighted person. The major advantages are that it's portable and low-cost. It is a relatively low-tech solution. The slate is a pair of metal sheets hinged together with holes to serve as guides for punching in Braille with a stylus. The sheet of paper is held between the two sheets of metal and using the guides, a person can punch in Braille using the stylus. It is necessary to punch in the Braille backwards using this method, as you're actually punching in on the backside of the paper so you can turn it over and read the braille. 
2. Perkins Brailler - If the slate and stylus is the equivalent of a pencil and paper, then the Perkins Brailler is the equivalent of the typewriter. It's basically a typewriter with 6 keys that types braille.

E. Kelso. Overview of Assistive Technology. Retrieved from https://www.pathstoliteracy.org/overview-assistive-technology

Ferris State University. Teaching Strategies for Vision Impaired Students. Retrieved from https://www.ferris.edu/RSS/disability/faculty-staff/classroom-issues/vision/vision-strategy.htm

• According to the Georgia Department of Education (2021), emotion and behavior disorders are characterized by the following:
  • An inability to build or maintain satisfactory interpersonal relationships with peers and/or teachers. For preschool-age children, this would include other care providers.
  • An inability to learn which cannot be adequately explained by intellectual, sensory or health factors.
  • Consistent or chronic inappropriate type of behavior or feelings under normal conditions.
  • Displayed pervasive mood of unhappiness or depression.
  • Displayed tendency to develop physical symptoms, pains or unreasonable fears associated with personal or school problems.
• One or more of these characteristics must be present for a sufficient amount of time for a student to be diagnosed with and emotional/ behavior disorder.

1. Before teaching the class, the teacher should already have prepared the teaching strategies they will use for students.
   • Structured lesson plan
     • Class objectives should be established before the lesson
   • Establish routines and explain consequences
     • Rules should be posted in the classroom for everyone to see
     • Explain transitions between activities to students prior to
   • Minimize distractions in the classroom
     • Classroom set up should be conducive to learning 
   • Teacher Praise
     • Praise should be given immediately after a student shows positive behavior, and praise should be specific.
       • For example: “Amari you’re doing a great job of standing in line silently while we’re in the hallway"
       • Ask questions that will elicit more correct responses
   • Questions should give students opportunity to answer with 80% accuracy
     • Give high probability directives
       • Make requests that student is more likely to follow first, then follow up with a request that student is not accustomed to

• Text to speech
  • Text to speech technology helps students decrease the triggers that can cause them stress. Students can use headphones to read things aloud to them that will prevent from them getting frustrated with reading.
• Reminder devices
  • Reminder devices such as an Apple Watch that can help remind students to stay on track with their behavior. This can also reduce the amount of times a teacher has to redirect behavior, which can be a trigger for a student
• Talk Light
  • Loud noise levels can be triggering for students with behavioral disorders/ emotional disturbances. The Talk Light can help the teacher monitor the noise level in the classroom. Red, yellow, and green are the different light colors with red meaning the class's volume level is the loudest or too loud.

• • Encourage the student(s) to sit in front/mid-front of the classroom. Since students that fall into this category have a certain level of hearing, they will be able to better hear and understand the teacher if they were to sit closer to them. 
  • In addition, the teacher should also need to make sure that they are facing the students while speaking whenever possible, so their voice is better heard by the students.
  • Have someone help them take notes - this would be best done by an assistant teacher or someone from the special needs department. However, depending on the level of help required, this could also be done by a fellow classmate. 
  • Keep the classroom as quiet as possible to minimize distracting sounds.

• Speech-to-text software that helps transcribe spoken sentences into text. This would help students with hearing impairments be sure about what is being said. Teachers would have to use such software often to improve speech recognition accuracy and get used to how they work.
• Video Captions: creating and allowing captions on educational or class videos. There are various platforms that provide captions for calls - however, like with the previous point, it would have to be used often and holds the risk of inaccurate captioning.   
• Audio/video recorders: allow students to record classes to refer to later on.

• Non-accessible transportation
• Trouble maneuvering around the classroom
• Difficulty navigating school hallways
• Earning mandated physical education credit
• Communicating effectively

• The classroom accommodations for students with orthopedic impairments will vary depending on the individual needs of the student. Since many students with orthopedic impairments have no cognitive impairments, the general educator and special educator should collaborate to include the student in the general curriculum as much as possible.
• Since most of the orthopedic impairments is a physical disability, a special seating arrangements should be provided to develop useful posture and movements. Teachers need to keep in mind mobility devices (such as wheelchairs, walkers, crutches and canes) when arranging classroom furniture and assigning seats.
• Instruction should focused on development of gross and fine motor skills
• Securing suitable augmentative communication and other assistive devices
• Teachers should be aware of medical conditions and its affect on the student (such as getting tired quickly).
• Other specialists may be involved in developing and implementing an appropriate educational program for the student. These specialists can include:
  • Physical Therapists who work on gross motor skills (focusing on the legs, back, neck and torso)
  • Occupational Therapists who work on fine motor skills (focusing on the arms and hands as well as daily living activities such as dressing and bathing)
  • Speech-Language Pathologists who work with the student on problems with speech and language
  • Adapted Physical Education Teachers, who are specially trained PE teachers who work along with the OT and PT to develop an exercise program to help students with disabilities
  • Other Therapists (Massage Therapists, Music Therapists, etc.)
    
    

• Due to the multifaceted nature of orthopedic impairments, multiple types of assistive technology may be used. For students with orthopedic impairment, assistive technology devices can be used for aiding the student to access the educational material, and helping the student participate in educational activities.
  • Devices to Access Information includes:
    • speech recognition software
    • screen reading software
    • augmentative and alternative communication devices (such as communication boards)
    • academic software packages for students with disabilities
  • Devices for Positioning and Mobility Includes:
    • Canes
    • Walkers
    • Crutches
    • Wheelchairs
    • Specialized exercise equipment
    • Specialized chairs, desks, and tables for proper posture development

• Orthopedic Impairments is a Low-Incidence Disability
  
  

Sec. 300.8 Child with a disability, 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.

• Handouts are converted into student's preferred reading style. 
• Large print/braille materials of taped texted books 
• Reading machines 
• Audiovisual materials 
• Oral test, extended test time, reading machines, better lighting, and possibly test converted into braille. 

• Irish Sign Language (ISL),
• Lámh,
• Hand-over-hand/ tactile sign language
• Tactile Fingerspelling
• PECs or Pictures,
• Objects of Reference / Concrete Symbols,
• Swell Symbols,
• Braille,
• Haptic signs,
• Tadoma,
• Technological communication aids

• Gestures
• Vocalization
• Pointing
• Body movements
• Imitation

• Multiple apps such as the Grace app have been developed to enable people with communication needs to use mobile phones, tablets, and computers to access a large range of PECS instantly to help those with this disability. 
• Built-in examples of screen readers
  • Apple’s iOS VoiceOver
  • Android TalkBack
  • Kindle Text-To-Speech
• Software examples of screen readers
  • Microsoft Narrator
  • JAWS
  • NVDA
  • Fusion
• Refreshable braille displays

• Focus (Freedom Scientific)
• Brailliant (Humanware)

• iBrailler Notes
  • Google Braille Back
• Dictation
  Speech recognition software allows a user to navigate, type, and interact with websites using their voice.

• Siri
• Apple Dictation
• Windows Speech Recognition
• Google Docs Voice typing

• Dragon NaturallySpeaking

• In this section, the term “low incidence disability” means—
  • (A) a visual or hearing impairment, or simultaneous visual and hearing impairments;

Sec. 300.8 (c) (7)

Working with Students Who Have Multiple Disabilities

• Believe in them
• Have a 4-year plan
• Work together with team members
• Develop group goals
• Work directly and often with the student and their paraprofessionals
• Wait for the student’s response
• Make decisions based on the type of communicator they are
• Make decisions based on their Learning Medium
• Determine how the student will respond
• Trust your gut in regards to mastery

• Language Experience Books
• Object Books
• Predictable Books
• Accessible Books
• PowerPoint E-Books
• Modifying Books
• Adapted Adapted Literacy

Smart Boards

• U.S. Department of Education
• Technology for multiple disabilities