• Video: Definition and General Information about Speech and Language Impairment
• A learner may have difficulty with speaking, ‘expressive language’ or understanding ‘receptive language’
• This can cause low self-esteem and frustration as the learner with SLI has difficulty expressing their feelings and interacting with peers.
• Some children with SLI may have other learning difficulties including dyslexia, dyspraxia or ADHD.
• Expressive language difficulties: 1) problems with the muscular movements needed to say words - unclear or delayed speech, 2) putting words in the right order, inappropriate grammatical structures - difficult to join class discussions
• Receptive language difficulties: problems with the way they hear and process language - difficult to follow class instructions, understand abstract concepts, concentrate in a lesson, and listen to other peers
  
  

• Focus on interactive communication
• Teach active listening skills
• Incorporate the student’s interests and talents into speech
• Keep helping the student express their wants and needs in an appropriate way
• Teach communication techniques including verbal and non-verbal ways
• Ask open-ended questions
• Help with word order
• Give time to think and respond to questions
  
  

• Provide assignments/ assessments in all forms of communication
• Provide a quiet place for the student to work on class tasks
• Provide extra time for the student to complete tasks
• Provide visual cues - on the board
• Deliver clear and direct instructions
  
  

• Engage them to gain confidence and to build self-esteem
• Get to know about the student’s interests and strengths
• Provide social and tangible reinforcers
  
  

• Be aware that the student has muscular disorder, hearing problem, or communication delay issue and get familiar with strategies to support their learning
• Ensure that the student has access to his/ her communication system and interactive tools

• A specific learning disability in reading,  known as dyslexia
• A specific learning disability in writing,  known as dysgraphia
• A specific learning disability in mathematics,  known as dyscalculia

• Forming letters
• Writing grammatically correct sentences 
• Spacing letters correctly 
• Writing in a straight line
• Holding and controlling a writing tool 
• Writing clearly enough to read back later
• Writing complete words without skipping.

• Grasping the meaning of quantities or concepts like biggest vs. smallest
• Understanding that the numeral 5 is the same as the word five, and that these both mean five items
• Remembering math facts in school, like times tables
• Counting money or making change
• Estimating time
• Judging speed or distance
• Understanding the logic behind math
• Holding numbers in their head while solving problems

• Post visual schedules and also read them out loud.

• Provide colored strips or bookmarks to help focus on a line of text when reading.

• Hand out letter and number strips so the student can see how to write correctly
• .Provide extra time for reading and writing.
  
  
• Give the student multiple opportunities to read the same text.
• Use reading buddies during worktime (as appropriate).
• Partner up for studying — one student writes while the other speaks or they share the writing.
• Use large-print text for worksheets provide the student with typed notes or an outline of the lesson to help take notes. 
• Provide a glossary of content-related terms.
• Use visual or audio support to help the student understand written materials in the lecture.
• Give step-by-step directions and read written instructions out loud.
• Simplify directions using keywords for the most important ideas.
• Highlight keywords and ideas on worksheets for the student to read first.
• Check-in frequently to make sure the student understands and can repeat the directions.
• Show examples of correct and completed work to serve as a model.
• Provide a rubric that describes the elements of a successful assignment.

• Students can turn their speech into text using apps like Dragon Dictation, Google’s VoiceNote, Easy Dyslexia Aid or just speaking into the microphone of a phone, tablet or laptop.
•  Read&Write offers text-to-speech, speech-to-text, and word prediction
•  Snap&Read will begin reading aloud from a click
•  SpeakIt lets students highlight a piece of text and have it read to them
• Kurzweil
  Kurzweil educational software offers study skills features and Texthelp Read&Write, plus highlighting, sticky, and voice notes.

• Amazon’s Immersion Reading and VOICEText by Learning Ally both allow readers to read and listen to a story at the same time
• Livescribe offers a computerized pen that doubles as a recording device, recording what’s being said as well as what the student is are writing
• Franklin Speller
  These mini electronic dictionaries provide
  
  • handy lists of confusable words
  • context-sensitive help text
  • spellcheck
  • print and cursive options for words
  • an arithmetic tutor Free apps like Speller and Grammarly also correct spelling.
  
  
  

• Voiceitt: Users can register and modify simple commands. E.g

• Unaided communication systems: It's a way to communicate with people in a primitive way—for example, sign language or body language.
• Low-tech AAC: To say that it does not borrow the power of technology, a portable drawing board can help you communicate with simple messages with a simple pen and paper.
• High-tech AAC: This technology is an automatic voice generator, ie when you type a word, text or message, it can generate a digitized voice to facilitate communication with others.

• Screen readers: You can access the screen by voice or touch to use several functions.

• Voice recognition: Even if you don't write with a pen or mouse, it has a function that can recognize some slurred words and words so that you can print them out as text messages smoothly.

• Kurzweil 3000: Talking spell-checker, Tools for test-taking, essay writing, note-taking, reference. Also, it is easy for users to use, and it can help a lot in academic areas such as taking exams and essays.
• Draft:Builder: As part of the writing tool, it is a tool that can be divided into 3 steps: memo, outline, and writing. Other features include a spoken spell checker using TTS technology, a bibliography tool, and the ability for Sichuan and teachers to add lock-in text to the program for further guidance.
• Jouse3: We believe that it is an optimal system for speech disability. Students use the cheeks, mouth, chin, and tongue to control the device and puff each sip. With accuracy and quick response, users can use it for painting or computer games at home. One of the advantages is that it can be conveniently mounted on a bed frame or desktop, and there is no need to place the headset on the body.

• Extra time on tests
• Instruction and assignments tailored to the child
• Positive reinforcement and feedback
• Using technology to assist with tasks
• Allowing breaks or time to move around
• Changes to the environment to limit distraction 
• Extra help with staying organized.

• have received some type of special education service since birth
• need the same attention as students without disabilities
• includes students with moderate to severe intellectual disabilities (IQ < 50)
• may have a developmental delay

• often hard to distinguish from students without disabilities, especially in non-school settings
• often display a combination of academic, behavioral and social problems
• can meet same standards as students without disabilities when highly structured interventions are put into place

Punctuation – End Marks and Grammaropolis

Pixton

SimpleMind

Dragon NaturallySpeaking

Video Editing Software

Typing Instructor for Kids Platinum

Khan Academy.

SnapType

• anxiety disorders;
• bipolar disorder (sometimes called manic-depression);
• conduct disorders;
• eating disorders;
• obsessive-compulsive disorder (OCD); and
• psychotic disorders.

• Hyperactivity (short attention span, impulsiveness);
• Aggression or self-injurious behavior (acting out, fighting);
• Withdrawal (not interacting socially with others, excessive fear or anxiety);
• Immaturity (inappropriate crying, temper tantrums, poor coping skills); and
• Learning difficulties (academically performing below grade level).

• a therapist trained in behavior therapy;
• Cognitive Behavior Therapy (CBT);
• medication (usually an antidepressant

• calendar boards
• schedule organizers
• voice organizers
• medication reminders
• Smartphones
• specialized watches
• PDA devices (www.biausa.org/Pages/AT/general.php)
  
  

• speech recognition software
• screen reading software
• tinted overlays for reading (this may help with visual processing)
• academic software packages for students with disabilities
  
  

• canes
• crutches
• wheelchairs
• specialized beds
• specialized chairs, desks, and tables
  
  

• 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.)

• Special seating arrangements to develop useful posture and movements
• Instruction focused on development of gross and fine motor skills
• Securing suitable augmentative communication and other assistive devices
• Awareness of medical condition and its affect on the student (such as getting tired quickly)

• speech recognition software
• screen reading software
• augmentative and alternative communication devices (such as communication boards)
• academic software packages for students with disabilities

• canes
• walkers
• crutches
• wheelchairs
• specialized exercise equipment
• specialized chairs, desks, and tables (proper posture development for Orthopedic Impairment)