Nationally, educators agree that students with disabilities can and will be integrated into general curriculum, 

but it is also up to us as teachers to become familiar with students' Individualized Education Plans (IEPs).  

Today, we will talk about students with physical impairments, such as cerebral palsy, and hearing impairments.

muscle weakness or tightness, involuntary muscle spasms, 

or have problems with balance and coordination.  

Hearing impaired students will likely have cochlear implants or hearing aids to aid them.

Here is a website that gives you the sign for practically any math concept or vocabulary word you can imagine: http://www.tsdvideo.org/.  

From this website, I will show you the signs for pi, rational number, fraction, and inequality.

There are technologies out there that help teachers communicate with students who are deaf.  

The general term for these are augmentative and alternative communication devices.  

In fact, the signs I just taught you were a form of unaided AAC. Aided AAC can come in two forms: low-tech and high-tech. 

Low-tech AACs do not require batteries or electricity to work. Examples of these are board books and signs that the student just points at.

High-tech AACs allow the student to communicate with a speech output. These are dynamic devices that give the student more communicative power.

Popular AAC website: http://www.dynavoxtech.com/Products/

There has also been work done in Taiwan that suggests that using personal tablets in a classroom 

reduces student cognitive load and gives hearing impaired students the ability to scaffold their learning just as their regular peers would.  

Interactive white boards and iPads are the technology of the future for hearing impaired students.

There also has been a push recently to equip classrooms with voice recognition software.  

The software must first be calibrated for the student's voice, but many have seen and 85% accuracy rate.  

Common speech recognition devices that we are seeing in classrooms are iCommunicator and MathTalk. https://www.youtube.com/watch?v=_Y4nydxCVyw#t=30

Rochester Institute of Technology have created a website that allows students with hearing disabilities 

(and all disabilities for that matter) break down word problems. http://www.rit.edu/ntid/rtes/probsolv/page.php?u=&time=

Many companies are affixing switches to their products to allow physically disabled students better access and control over the device.  

Basic adaptive keyboards are also common.  These keyboards are larger than normal, arrange keys in alphabetical order, and have fewer keys.  

Adaptive keyboards are used for students with limited mobility or have a difficult time applying enough pressure to the keys.  

Infrared sensors used in conjunction with pneumatic switches allow students to interact with the computer.  

The cursor will follow head movements and the pneumatic switch (activated by inhaling or exhaling) will allow students to use the mouse.

http://deafed.department.tcnj.edu/math/

http://deaftec.org/resources/math/links

http://www.theiagd.org/resources/deaf-and-hard-of-hearing-resources/

https://muse.jhu.edu/journals/american_annals_of_the_deaf/v151/151.3liu.pdf

http://www.cited.org/index.aspx?page_id=153

http://diverselearners.wikispaces.com/Physical+and+Motor

http://www.brighthubeducation.com/special-ed-physical-disabilities/124486-inclusion-and-teaching-students-with-physical-disabilities/

http://familiestogetherinc.com/wp-content/uploads/2011/08/computertechneeds.pdf

http://classroomtechintegration.weebly.com/adaptiveassistive-technology.html