Intellectual disability (ID) is a condition with limitations in intellectual functioning and adaptive behavior, significantly impacting daily living. It can happen any time before a child turns 18 years old, even before birth. These limitations have an impact on an individual´s development and learning.

 

Some possible causes include: 

 

 

Evaluating two areas:

 

 

 

 

 

Tips for families
Even though it is a life-long term condition, with appropriate support and teaching, most individuals can learn to do many things. These can help a child with ID.

· Ask for help to get an early intervention

· Connect with other parents in the same situation

· Encourage independence

· Educate yourself

· Look for opportunities in your community for different activities

· If possible, get help from a multidisciplinary team: neurologists or developmental-behavioral pediatricians, orthopedists, physical therapists, and occupational therapists, speech pathologists and audiologists, nutritionists and social workers 

 

· Educate yourself

· Talk to special educators

· Implement a functional curriculum to help them with essential life skills

· Be as concrete as possible

· Expose them to a general curriculum

· Break down the content 

· Provide positive and encouraging feedback

· Teach concepts one at a time.

· Work together with the student’s parents

 

· Use manipulatives in the classroom

· Teach the abstract using concrete examples

· Subject-specific software

· In math class, provide kids with a calculator and teach them how to use it.

· One-on-one teaching

· Pens with special grip

· Speech-to-text recognition tools

· Spell and grammar checkers

· Graphic organizers

 

https://www.youtube.com/watch?v=jOOVFrnHccA

https://www.youtube.com/watch?v=8PFHdI4k7A4

  

Prevalence: 

Assistive Technologies for Speech and Language Impairment Students:
Assistive technologies for SLP students usually start with computer software program that are designed to improve the child's speech and language ability.

Augmentative and Alternative Communication (AAC) devices:
 One of the most common AAC device is a picture board that has a touchscreen. The SLP users can pick pictures that help them to speak their wants and needs. It can also generates speech based on the pictures or words chosen by them. Most of the boards can be customized based on the SLP users' needs.

Applications on iPad(Verbally and  Proloquo2GO)
These are text-to-sound applications designed for ipad that can be used to helps SLP users' words be translated into speech. The speech may not be their own voice, but usually, the type of voice used can be chosen.  They can type in whatever they want to say and the apps will speak for them.

References:

https://www.parentcenterhub.org/speechlanguage/

https://dphhs.mt.gov/schoolhealth/chronichealth/developmentaldisabilities/speechorlanguageimpairment

http://splimpairments.weebly.com/classroom-accommodationsmodifications.html

http://splimpairments.weebly.com/technology.html

https://dynomapper.com/blog/27-accessibility-testing/463-assistive-devices-for-impairments-in-hearing-voice-speech-and-language

Defination:

A traumatic brain injury is "produced by an external physical force, resulting in entire or partial functional disability or psychosocial impairment, or both, that adversely impacts a child's educational performance," according to the Individuals with Disabilities Education Act (IDEA). The term refers to open or closed head injuries that affect one or more cognitive, linguistic, memory, attention, reasoning, abstract thinking, judgment, problem-solving, sensory, perceptual, and motor abilities, psychosocial behavior, physical functions, information processing, and speech.

How Common is Traumatic Brain Injury?

Each year, more than a million kids suffer brain damage. Due to their brain injuries, more than 30,000 of these kids have lifelong difficulties.

Because people frequently forget to disclose situations that may have caused a brain injury, many refer to this TBI as the silent epidemic. Children are especially vulnerable due to car accidents, sports, and falls. Traumatic brain damage is a possibility anytime a concussion is received.

Technologies for Traumatic Brain Injury:

When Traumatic Brain Injury affects a person's ability to express and understand written and spoken language, Speech Generating Devices assist teachers, parents, and peers in communicating with a brain injury. 

2. Recording devices

Recording devices support students with brain injuries to work in class. They could have the chance to listen to the class content many times to take notes and keep in the process. 

3. Writing Assistance in the Assistive Devices

Since Traumatic Brain Injury affects a person's fine motor skills and ability to understand and communicate, Writing Assistance supports their oral abilities and vocabulary used during writing. 

Support from teacher:

Support from the learning environment:

References:
“Return to School and Traumatic Brain Injury or TBI.” Www.youtube.com, www.youtube.com/watch?v=ogGj6zCYJq0. Accessed 3 Oct. 2022.
Social Sciences, Health. “LibGuides: Traumatic Brain Injury (TBI): Common Assistive Technologies.” Guides.library.illinois.edu, guides.library.illinois.edu/c.php?g=497977&p=3409451.
“Teaching Strategies Traumatic Brain Injury | Community College of Aurora in Colorado: Aurora, Denver Metro, and Online.” Www.ccaurora.edu, www.ccaurora.edu/mycca/web/accessibility/teaching-strategies/tbi.
“Traumatic Brain Injury Resources.” Www.ocecd.org, www.ocecd.org/TraumaticBrainInjuryResources.aspx.

The effects of LD manifest in different ways and range from mild to severe. LD may also be present alongside other LD and can include the following:

Dysgraphia
Dyscalculia
Dyspraxia
Nonverbal Learning Disorder
Dyslexia

StudyCorgi of StudyCorgi.com states

"Learning difficulties can impede the ability to focus, be attentive, organize oneself, plan one’s time, or abstractly reason. Personal and workplace relationships can be affected too."

Assistive Technologies that can aid students with Learning Disabilities range from things like robots designed to aid children with math and social skills removing the need for a tutor to augmented and virtual reality-related projects and assignments which can keep students engaged and visually represent the material.

Assistive Technology for Dyslexia

Text-to-speech software has become prevalent quite accessible to those with internet access in recent years. It has been proven to be of great aid to many suffering from Dyslexia as it can help them read and analyze text in a digital format. Instead reading text in a given book, screen, etc. an automated voice speaks out loud what is written allowing the individual with the LD to simply listen or listen and read together. Comprehension is able to take place at a much faster rate.

Another assistive tool for those with Dyslexia is Speech Recognition software. This allows the user to dictate or talk to a computer that uses software to convert what is spoken into text. This can be immensely helpful to those who may have difficulty with written communications.

Mind mapping software is helpful as it is specifically designed to allow those with Dyslexia to plan their work more effectively.

Scanning software and hand reading pens allow users to store and listen to text found in books and other documents.

Some Spell Checkers are specifically designed with Dyslexia in mind. They make automatic corrections to written communications.

There are also Smartpens that can be used to write text, but also track the written text and recreate the text in digital form.

There are a wide range of Tablets, Smartphones, and Applications that can help individuals manage their time and task lists more effectively. They can also work in conjunction with other hardware devices like Smartpens.

Computer-based learning programs are specifically written for those with Dyslexia and can help sharpen their skills in reading, writing, touch-typing and numeracy.

Assistive Technologies in the classroom can aid students in multiple ways. Here are a few:

References

https://ldaamerica.org/advocacy/lda-position-papers/what-are-learning-disabilities/#:~:text=The%20Individuals%20with%20Disabilities%20Education,to%20listen%2C%20think%2C%20speak%2C
https://www.dyslexia.uk.net/services/assistive-technology/

https://studycorgi.com/blog/assistive-technology-for-learning-disabilities/

https://www.washington.edu/accesscomputing/what-are-specific-types-learning-disabilities

https://files.eric.ed.gov/fulltext/EJ967467.pdf

    Although the definition seems simple or concise, the spectrum is hard to pinpoint with specifics, and is more of an umbrella term. Classifying the needs of students with ASD is further complicated as each unique individual has their own divisions - some may excel at math but have poor playground skills, whereas another may be the opposite. 

Statistically, ASD is more prevalent in boys than girls. About 1 in 44 children is affected by ASD in the US. 

    There is no cause but genetics are considered the main factor in ASD cases.

    There is no set cure/treatment, but early intervention supports the best way forward for a healthier life span. Those with ASD may get occupational therapy, speech therapy, or play therapy.

Sympthoms: Communication & Social Challenges
Students with ASD may be affected in verbal and non-verbal communication in the following:

Additional social challenges can include difficulty with:

In School
   ASD may affect IQ, which has significant academic implications. 40% of ASD children are non-verbal. For others, they may perform fine with subject matter but may struggle with socializing or sensory issues - thisn hampers their well-being in school (66% of ASD diagnosed children reported being bullied). Self-injuring behavior or "bolting" to safety are also two traits of ASD which hold detrimental results.

Technology & School Accomodations that Support ASD
 + IWB
    Teachers interviewed in a study at Ohio University remarked  “computer-aided education has largely proven to be more effective and efficient, primarily owing to additional motivation enhanced by the interaction with the computer.” IWB (or Interactive White Boards) were one tool that was recorded as being beneficial to those with ASD.

+ iPads
    The use of iPads was shown to improve assignment completion. Both forms of technology increased interaction and interest. iPads help with communication and have enabled ASD students to have a voice. Their easy-to-use and colorful apps also helped in comparison to pencil and paper activities.

+ Classroom Enviornment
   For making the classroom more accommodating. The following have been recommended:

A combination of these are suggested to provide better environment for those with ASD. Many students with ASD are able to process information when presented visually. This suggests that visuals in the learning in environmet are key.


Sources
https://files.eric.ed.gov/fulltext/EJ1184159.pdf

https://elemy.wpengine.com/studio/autism-and-education/accommodations

https://www.autismspeaks.org/autism-statistics-asd

https://www.youtube.com/watch?v=AfRj4ubpkws&t=1s

https://www.iidc.indiana.edu/irca/articles/characteristics-of-individuals-with-an-asd.html

Sources:
https://study.com/academy/lesson/students-with-low-incidence-severe-multiple-disabilities.html#:~:text=Low%20incidence%20disability%20examples%20include,common%20among%20the%20students%20population.

https://www.adcet.edu.au/inclusive-technology/blind-and-vision-impaired

http://idea-resources.weebly.com/visual-impairment.html

https://www.teachingvisuallyimpaired.com/accommodations--modifications.html

Types of Orthopedic Impairment according to Heller and Swinehart- Jones (2003)

Impact of Orthopedic impairment on Mobility:
Lower body challenges - The person may require stick, canes, wheelchair to move around.
Upper body challenges- the person may not be able to move their arms or neck.
These challenges can be permanent or temporary.

Students may not be able to use a pencil to write, move objects, turn pages. They may not be able to take part in active activities. Medical conditions like Arthritis can impact fine motor skills and make the students weak and in-apt to complete longer assignments. These challenges can very from day to day.

Accommodations and Adjustments:

Resources
https://assistedtechnology.weebly.com/at-tools-for-physical-needs-meredith-chen.html
https://simplyideadotorg.wordpress.com/category/orthopedic-impairment/ 
http://aasep.org/fileadmin/user_upload/Protected_Directory/BCSE_Course_Files/Course_5/Chapter-10-Special_Education_Eligibility.pdf
https://granite.pressbooks.pub/understanding-and-supporting-learners-with-disabilities/chapter/orthopedic-impairments/
https://crsreports.congress.gov/product/pdf/R/R46566
https://sites.google.com/site/inclusionresourcenotebook/disability-areas/low-incidence-disabilities

Each year in the United States, more than 12,000 babies are born with a hearing loss.

75% of deaf and hard of hearing people have to do with studying in normal schools where other normal kids study.

What are the signs?

It could be noticed that a child:

Educational Implications

Hearing loss does not affect a person’s intellectual capacity or ability to learn. However, children who are hard of hearing or deaf generally require some form of special education services in order to receive an adequate education. Such services may include:

Hearing Impairment Assistive Technologies

According to IDEA, Assistive Technology is defined as  "Any item, piece of equipment or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of children with disabilities."
Some devices convey information visually, and some devices enhance auditory information.

Devices to Enhance Listening

FM systems: With FM systems, sound is transmitted directly from a microphone worn by a teacher or another person speaking, and transmitted via FM radio signals directly to an individual at a constant volume, regardless of the a person's distance from the FM microphone.

Infrared and Audio Induction Loop systems: While not as common as FM systems, these assistive technologies may also be used for listening in large spaces, including schools, religious institutions, and theaters. An Infrared system uses invisible light beams to carry sound to a personal receiver.

Devices to Convey Information Visually  

Captioning  

Captioning is an important vehicle to assist individuals who are deaf and hard of hearing when accessing media. TVs include settings for the user to enable closed captioning of programs that offer this feature. Captioning can be very effective for lessons involving audio or video (A/V).

Real-Time Transcription   

There are real-time transcription systems that provide instant translation of the spoken word into English text using a stenotype machine, notebook computer, and real-time software. It can provide real-time transcription in the classroom.  

References:

https://successforkidswithhearingloss.com/idea-law-summary-information/ 

https://crsreports.congress.gov/product/pdf/R/R46566 

https://www.sstregion12.org/LowIncidenceDisabilities1.aspx#:~:text=According%20to%20the%20definition%20in,needed%20in%20order%20for%20chidlren 

https://www.parentcenterhub.org/hearingloss/#:~:text=Definition%20in%20IDEA,-It's%20helpful%20to&text=Hearing%20impairment%20is%20defined%20by,affects%20a%20child's%20educational%20performance.%E2%80%9D 

https://clerccenter.gallaudet.edu/national-resources/info/info-to-go/assistive-technology/assistive-technologies.html 

https://www.cchatsacramento.org/blog-and-events/assistive-technology-for-children-with-hearing-impairment-in-classroom 

https://www.transcriptionstar.com/educational-transcription/realtime-education-transcription.html 

https://www.blinn.edu/disability/real-time-transcription.html

https://www.youtube.com/watch?v=RBldM6aFQaA 

     (A) An inability to learn that cannot be explained by intellectual, sensory, or health factors.

     (B) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers.

     (C) Inappropriate types of behaviour or feelings under normal circumstances.

     (D) A general pervasive mood of unhappiness or depression.

     (E) A tendency to develop physical symptoms or fears associated with personal or school problems.”

Characteristics:

Prevalence:
"According to the CDC (Centers for Disease Control and Prevention), approximately 8.3 million children (14.5%) aged 4–17 years have parents who’ve talked with a health care provider or school staff about the child’s emotional or behavioural difficulties. (6) Nearly 2.9 million children have been prescribed medication for these difficulties"

Accommodations or Modifications:
Class participation
·       have instructions be clear

·       break down tasks into smaller parts

·       Offer choices

·       provide extra time

Submitting proper assignments

·       testing in small groups

·       allowing the use of calculators in math class

·       extra time to complete assignments

·       having movement breaks

·       Preferential seating arrangements

·       Frequent check-ins with the teacher

·       alternative seating e.g. cushions or bean bag

Ensuring accountability

·       Having clear rules and expectations

·       provide immediate feedback

·       Use non-verbal cues or a code word to communicate inappropriate behaviour

·       Encourage the student to take ownership of their actions

·       Imposing consequences for severe inappropriate types of behaviour

Participation in social activities
·       small group work

·       Buddy system

·       provide additional personal space between desks

Environment and social routines

·       Put up pleasant decorations in the class

·       Provide a calm classroom environment

·       Keep noise levels down

·       Have a predictable schedule

·       Noise cancelling headphones

·       Dim lighting

·       Have clear rules and expectations

·       Use visual reinforcements

Assistive Technologies:
1. Text-to-Speech Software:
in order to not engage too many brain systems at one time
2. reminder devices:
devices used to refocus their attention when they've been distracted e.g. a vibrating watch
3. voice-recognition software:
if their fine motor skills are not that strong, this could be useful and could avoid a lot of frustration and despondency
4. Talk Light:
this is a noise-level monitor that can help you regulate the noise levels in the classroom

References:

https://www.theedadvocate.org/assistive-technology-to-help-students-with-behavioral-disabilities-succeed-academically/

https://www.yourtherapysource.com/blog1/2022/03/11/accommodations-for-students-with-emotional-and-behavioral-disorders/

https://debh.exceptionalchildren.org/behavior-disorders-definitions-characteristics-related-information

https://www.educationcorner.com/behavioral-disorders-in-the-classroom.html

Social considerations:

Of the 90% of deaf children born to hearing parents, a vast majority of parents don't learn sign language, and it is only when the children go to school or even to college or in adulthood that they themselves learn sign language. 

For children who learn sign language, for example in a residential school for the deaf or from their interpreter at a mainstream school, there is often very little communication between them and their parents. There is a famous painting done by a Deaf artist called "The Family Dog" that shows a Deaf child laying on the rug, hands painted as paws, while the family chat with blurred mouths on the couch above. This is how many d/Deaf children feel growing up in their homes, which often leads to social/emotional problems which can affect their development and ability to function in school. 

Sources:

https://sites.ed.gov/idea/regs/b/a/300.8/c/3

idea-resources.weebly.com/deafness.html

https://www.specialeducationguide.com/disability-profiles/deafness/

https://www.nidcd.nih.gov/health/statistics/quick-statistics-hearing#:~:text=One%20in%20eight%20people%20in,based%20on%20standard%20hearing%20examinations.&text=About%202%20percent%20of%20adults,54%20have%20disabling%20hearing%20loss.

https://clerccenter.gallaudet.edu/national-resources/info/info-to-go/legislation-and-policies/laws-impacting-students.html