Elemy. “7 Helpful Accommodations for Autistic Students.” Elemy, Elemy, 8 Jan. 2021, https://www.elemy.com/studio/autism-and-education/accommodations. 

Rudy, Lisa Jo. “Overview of Assistive Technology for Autism.” Verywell Health, Verywell Health, 8 Feb. 2021, https://www.verywellhealth.com/assistive-technology-for-autism-5076159. 

“What Is Autism?” Autism Speaks, https://www.autismspeaks.org/what-autism. 

Resources:

1. 5 strategies to use when teaching students with intellectual disabilities. The suggestions are in line with Hattie as well as UDL recommendations (such as the use baby steps and visuals).

2. A list of AT that can be used in classrooms with children with intellectual disabilities. In addition to just listing the AT tools it also classifies them and gives examples when and how they can be used. It also mentioned challenges of implementing the AI tools in classroom.
https://numberdyslexia.com/assistive-technology-for-students-with-intellectual-disabilities/

3. Interesting read on AT and its availability and challenges of implementing it and making it available to people who need it. It is shocking that with the recent development in technology only 10% of people who need AT has access to it:
https://www.frontiersin.org/articles/10.3389/fpubh.2017.00010/full

4. A video on Accommodations and Modifications for students with intellectual disabilities. It nicely describes the differences between the two and gives examples for each:
https://www.youtube.com/watch?v=O0xdaCEqrU0

5. Helping students with intellectual disabilities (autism) to communicate. An iPad app that assists non-verbal students to communicate with words:
https://www.youtube.com/watch?v=BPo1H1eMU9k

6. Accommodations and Modifications for students with Down syndrome. I found this video very interesting as it gives practical examples and strategies that can be used with students with Down syndrome to improve their participation in the classroom:
https://www.youtube.com/watch?v=km30n8neLyc

7. An inspirational talk to helping people (students) with intellectual disabilities go to college and prepare them for a productive and meaningful life. It is not about accommodations and AT, but something positive worth making a note of:
https://www.youtube.com/watch?v=cgzSH6GqiNs

8. https://communitymainstreaming.org/assistive-technologies/

9. https://www.ldatschool.ca/assistive-technology/

10. https://www.washington.edu/doit/academic-accommodations-students-learning-disabilities

Foley, E. “Understanding Assistive Technology: How Do Deaf-Blind People Use Technology?” Level Access, 31 Jan. 2021, https://www.levelaccess.com/understanding-assistive-technology-how-do-deaf-blind-people-use-technology/. 

“Teaching Students with Deaf-Blindness.” Accessible Campus, 27 Feb. 2017, https://accessiblecampus.ca/tools-resources/educators-tool-kit/teaching-tips/teaching-students-with-deaf-blindness/. 

The information about SLDs was very helpful for me. I even thought of friends who have struggled academically who may have an SLD, but the believe they're unintelligent. This is a tragic reality for many. Due to the wide variety of learning functions that can be affected by an SLD, it is difficult to make  a comprehensive list of assistive technologies and accommodations in a short post. Still, greater awareness of these various challenges facing students, which teachers are likely to encounter, along with remedies will certainly help many students around the world.

1. https://yourbrain.health/specific-learning-disability/
2. https://crsreports.congress.gov/product/pdf/R/R46566
3. https://docest.com/specific-learning-disabilities-accommodations
4. https://www.washington.edu/doit/academic-accommodations-students-learning-disabilities

For most students with attention deficit disorders, information is processed more slowly, students are more likely to forget or lose things, as well as struggle with organization, planning, and inhibition.

The distinction between inattention and hyperactivity is generally related to lack of inhibition.  These students similarly struggle with executive functioning (organization, planning, working memory, etc.) but often also struggle with impulsivity. While inattentive students have trouble starting tasks, these students will often start and then become distracted and struggle with completion. 

Many students with milder symptoms can be assisted simply through emotional and organizational support. However, other assistive technologies vary depending on the kind of material the students are working with. For example, both inattentive and hyperactive students struggle with reading comprehension. Inattentive students struggle due to processing information more slowly, poor working memory, and lack of engagement with the material due to disinterest. Additionally, hyperactive and impulsive students might struggle due to skipping lines or passages that are crucial to comprehension. Both require distinct assistive technologies in order to become autonomous learners. 

Organizational strategies and emotional support/counseling, frequent feedback, consistent expectations, limit distractions, offer flexibility in expectations and rules as well as vary forms of communication and engagement (speak instead of write, standing desks, activities with incorporated physical movement, etc.)

Sources: 

Low Tech:

Accomadations:
Some examples of accommodations that have been found to be effective for students with EBD include:

– Testing accommodations such as extended time on tests, and small group testing environment

-Use of a calculator on math tests and homework

-Extended time on assignments that are in the general education curriculum

– Movement breaks as needed: use a pass system for breaks

– Offer choices: for example, students can demonstrate comprehension of a subject by handing in a traditional paper, video, or poster, etc.

– Preferential seating arrangements

– Frequent check-ins with the teacher

–Alternative seating such as wiggle cushions or exercise ball seating

1. https://www.theedadvocate.org/assistive-technology-to-help-students-with-behavioral-disabilities-succeed-academically/
2. https://sites.google.com/site/edemotionaldisturbance/assistive-technology
3. https://prezi.com/ptlrwxm4zqgk/assistive-technology-for-emotional-and-behavioral-disorders/
4. https://www.yourtherapysource.com/blog1/2022/03/11/accommodations-for-students-with-emotional-and-behavioral-disorders/
5. https://www.yourtherapysource.com/blog1/2022/03/11/accommodations-for-students-with-emotional-and-behavioral-disorders/

Accomadations: 
Classroom Accommodations:

Assistive Technologies:
High Tech:
- GoTalks
- Sony ICD-UX530 Series Voice Recorder
Low Tech:
- Dragon Naturally Speaking
- Co:Writer Universal

1. https://guides.library.illinois.edu/c.php?g=497977&p=3409451
2. https://www.youtube.com/watch?v=cFtg2xub10E
3. https://www.brainline.org/article/accommodations-guide-students-brain-injury
4. https://www.ninds.nih.gov/health-information/disorders/traumatic-brain-injury
5. https://www.mayoclinic.org/diseases-conditions/traumatic-brain-injury/symptoms-causes/syc-20378557

Accommodation for multiple Disabilities 
Accommodation for multiple disability is used to describe an alteration of environment, curriculum format, or equipment that allows an individual with a disability to gain access to content and/or complete assigned tasks. 
Example :

Resource : 

(Parent Information & Resources Center, 2015)
https://www.researchgate.net/publication/317060231_Assistive_Technology_for_Children_with_Multiple_Disabilities
3. Knowing more about Multiple Disabilities 
https://www.youtube.com/watch?v=xKqN21OdsLQ
4. Special Education of Multiple Disabilities 
https://www.youtube.com/watch?v=UzMaLV1Dpk4
https://www.understood.org/en/articles/8-examples-of-assistive-technology-adaptive-tools
5.https://verbit.ai/low-and-high-tech-assistive-technology-a-timeline-the-differences/
6.https://www.google.com/search?q=accommodations+for+multiple+disabilities&sxsrf=ALiCzsZ2jLVx-FjPJuwVSvMSjDTvZxznZw%3A1665533830870&ei=hgdGY-PkNMz0-Qat2qTQDQ&ved=0ahUKEwjjv-aCtdn6AhVMet4KHS0tCdoQ4dUDCA4&uact=5&oq=accommodations+for+multiple+disabilities&gs_lp=Egdnd3Mtd2l6uAED-AEBMgYQIxgnGBMyCBAAGAcYHhgTMggQABgFGB4YE8ICChAAGEcY1gQYsAPCAgcQIxiwAhgnwgIGEAAYBxgewgIIEAAYBRgHGB7CAgoQABgFGAcYHhgTkAYKSOMGUJIDWM8FcAF4AcgBAJABAJgBQqAB4wGqAQE04gMEIE0YAeIDBCBBGADiAwQgRhgAiAYB&sclient=gws-wiz

According to IDEA, there are five areas  where children between the ages of 3 through 9 can be identified to have developmental delays. The five areas are; physical development, cognitive development, communication development, social-emotional development and/or adaptive development. Once a child has been identified to have one or more of these developmental delays, special education and services of similar focus can be recommended. https://edu.wyoming.gov/wp-content/uploads/2020/05/DD-Eval-Elig-Guidance-05-14-2020-1.pdf 

Accommodations for children with Developmental Delays: 

The following accommodations for children with developmental delays should be accommodations that can be made by a school and by teachers. However, I believe it is important that parents, too, play a crucial part in ensuring that these accommodations are put in place at home for a synergistic effect that these accommodations may have on children with developmental delays. 

1. Therapy for developmental delay: 

There are different types of therapies that can play a crucial role in accommodations made for children with developmental delays. Physical therapy, occupational therapy, speech and language therapy, behavioural therapy,  as well as early childhood special education. These different therapies align with the aforementioned areas of developmental delay that children may be challenged with. While these therapies may be recommended for children with developmental delays, it should be noted that these therapies alone cannot help students overcome their developmental delay(s) completely, but they sure are a way to help them get closer to the milestones they “should have” reached. https://www.ssmhealth.com/cardinal-glennon/developmental-pediatrics/developmental-delay

2. Communication Style Adjustment:

At All Play Learn, a few strategies have been considered that we (teachers and parents) can adapt to when communicating with children who have developmental delays. The first way is to “Get the child’s attention before communicating.” This can help tell that the child is focusing on what you are saying to them. The second way is to “Be clear and specific.” Sometimes, I like to think of this as making sure not to give a child too much information by trying to be as succinct as possible. The third way is to “Use visual instructions.” where you are able to communicate expectations with the child. This can be done in the form of a flash card, video or even TPR to help the child have a clearer understanding of what is expected of them. The fourth way is “Some children may find it easier if they can use gestures.” So, just as it may be easier for a teacher or parent to communicate with visual instructions, the same may be necessary for the child, but the manner in which the child does it might be even simpler than the teacher or parent - pointing to something. https://allplaylearn.org.au/early/educator/developmental-delay/#tips

3. Reduce background noise when giving instructions

All Play Learn also considers the importance of noise reduction when communicating with children with developmental delays. If a student, for example, struggles with sensory sensitivity - there is a chance that they struggle with auditory hypersensitivity as well. So, when there is background noise, it may be harder for the child to filter out background noise, therefore making it difficult for the child to receive (hear and clearly understand) instruction given by a teacher or parent. https://allplaylearn.org.au/early/educator/developmental-delay/#tips

https://www.griffinot.com/auditory-sensitivity-autism-sensory/#:~:text=Auditory%20hypersensitivity%20%E2%80%93%20what%20does%20auditory,more%20difficult%20than%20others%20do. 

A combination of no-, low- and high-tech assistive technology can be used to help children with developmental delays. The following assistive technologies can be considered suitable for children with developmental delays, and just like the accommodations, both teachers (schools) and parents should actively employ suitable assistive technology to ensure a synergistic effect.

1. Audiobooks (High-tech)

Audiobooks can be considered an alternative to a traditional reading approach. Instead of a child (student) depending on their ability to read a hard copy or ebook, audiobooks make reading more “accessible” where one can follow along and get a clear understanding of words (comprehension-building). https://www.thetechedvocate.org/assistive-technology-to-help-students-with-developmental-delays-succeed-academically/

2. Sticker Pages (No-tech)

Sticker pages are worksheets where a student would need to either outline an already drawn figure or create one of their own with the use of stickers. This type of activity helps a student work on their fine motor skills by strengthening their pencil-gripping fingers, which in turn help strengthen their grip for when they are tasked with writing activities. https://www.youtube.com/watch?v=0Zosc8dEBf8 

2. Visual Schedules (No-tech)

To help a child build their cognitive skills and help them cope along the way, the use of visual schedules can be handy. Visual schedules are schedules that help children get used to following routine and understand what is expected of them after completing a certain task or activity. It focuses mainly on visual cues like pictures that tend to be clearer to children with developmental delays. It may also help them overcome the anxiety of trying to understand language especially in an environment that might be overstimulating for them in multiple ways.                                                        https://educationandbehavior.com/using-visual-schedules-2/

1. 
https://www.washington.edu/doit/what-speech-impairment

2.
https://kidshealth.org/en/parents/speech-language-factsheet.html

3.
https://www.twinkl.co.th/teaching-wiki/accommodations-for-speech-and-language-impairments

4.
https://guides.library.illinois.edu/c.php?g=613892&p=4265891

5.
https://mn.gov/admin/at/getting-started/understanding-at/types/

Visual impairment is the term used to describe a loss of sight that cannot be corrected using glasses or contact lenses. There are two main categories of visual impairment:

Accommodations for learners with visual impairments.

1. Audiotaped, Brailed, or electronically formatted texts.
2. Verbal descriptions of visual aids.
3. Raised line drawings and tactile models of graphic materials.
4. Computer with optical character reader, voice output, Braille screen display and printer output.
5. Copies of overhead projector/smartboard activities to be viewed at his/her desk as needed.
6. The teacher or presenter should verbalize all information as it is written on the board or overhead.
7. Information presented on the board should be in a high-contrast colour.
8. Use a slant board to position papers appropriately for reduced visual strain and to avoid glare.
9. The computer screen should be at eye level and tilted to avoid glare.
10. Use recorded text as needed.
11. Classroom recording of lectures/instruction by the student.
12. Use a reading guide to assist in keeping place while reading and completing worksheets.
13. Present materials against a plain background
14. Use a good contrast background and present it on a contrasting tray or mat.

Assistive technologies.
Non-tech
Slanted surfaces (boards) and magnifying bars.
Low-tech
MP3 -Player
High-tech
Text to speech

Websites/references.
1. https://www.washington.edu/doit/what-are-typical-accommodations-students-blindness
2.https://www.teachingvisuallyimpaired.com/accommodations--modifications.html
3.https://www.teachingvisuallyimpaired.com/accommodations--modifications.html