Disability Categories - CERT 02/2022 Cohort 8 by kejin li

Speech/Language Impairment

jasminemcclure1 — 2022-03-08 12:16:43 UTC

Speech and language impairments (SLIs) are highly prevalent, making up about 20% of all students who have a learning disability (“Teachings in Education”, 2020). Students with SLIs struggle with language in it’s spoken form. This can be in terms of comprehension or production. SLIs can be broken down into 4 main categories:

Fluency Disorders

These are characterized by irregular speech, which can include hesitation while speaking, stuttering, and abnormal repetition of words.

Impaired Articulation

Students may struggle to pronounce certain speech sounds, such as rolled r’s in Spanish or fricatives like “th” and “f” in English.

Language Impairment

Students may have difficulties understanding the words of others or may need more time to do so. They also may not be able to produce language or easily communicate their thoughts.

Voice Impairment

Other physical concerns, such as a problem with the throat, can impede a student’s ability to use their own voice (“Speech and language impairments defined”, 2021).

Causes of Speech and Language Impairments

SLIs are very common and can be caused by a variety of factors, such as

Physical ailments, such as cleft palates or throat issues
Neurological disorders
Physical or psychological trauma (“Teachings in Education”, 2020).

Diagnosis is usually done with collaboration from parents, teachers, counselors, and specialists like speech pathologists

_References

_{Speech and language impairments defined}_{. (2021, November 29). Special Education Guide. https://www.specialeducationguide.com/disability-profiles/speech-and-language-impairments/}

_{Teachings in Education. (2020, April 22).}_{Speech language impairment: Students with disabilities}_{[Video]. YouTube. https://www.youtube.com/watch?v=MNYAb7VimC8}

Dyslexia

meganstuckey — 2022-03-08 12:16:45 UTC

What is dyslexia?

The Yale Center for Dyslexia and Creativity defines dyslexia as, “a learning disorder that involves difficulty reading due to problems identifying speech sounds and learning how they relate to letters and words (decoding). Also called reading disability, dyslexia affects areas of the brain that process language”.

Dyslexia affects about 20%of the world’s population and represents 80–90% of all those with learning disabilities. It is the most common of all neurocognitive disorders.

People with dyslexia have normal intelligence and usually have normal vision. Most children with dyslexia can succeed in school with tutoring or a specialized education program. Like with any child who struggles with a disability, emotional support also plays a key role in school success.

Although there's no cure for dyslexia, early assessment and intervention can result in a person having better chances of leading a fulfilling life. Sometimes dyslexia goes undiagnosed for years and isn't recognized until adulthood.

Symptoms

Signs of dyslexia can be difficult to recognize before a child enters school, but some early clues may indicate a problem. Severity varies, but the condition often becomes apparent as a child starts learning to read. Oftentimes, a child’s teacher may be the first to notice when issues start to arise.

Below is a list of some of the most common signs of dyslexia provided by the Mayo Clinic for Medical Education and Research:

Before school

Signs that a young child may be at risk of dyslexia include:

Late talking
Learning new words slowly
Problems forming words correctly, such as reversing sounds in words or confusing words that sound alike
Problems remembering or naming letters, numbers and colors
Difficulty learning nursery rhymes or playing rhyming games

School-age

Once your child is in school, dyslexia signs and symptoms may become more apparent, including:

Reading well below the expected level for age
Problems processing and understanding what he or she hears
Difficulty finding the right word or forming answers to questions
Problems remembering the sequence of things
Difficulty seeing (and occasionally hearing) similarities and differences in letters and words
Inability to sound out the pronunciation of an unfamiliar word
Difficulty spelling
Spending an unusually long time completing tasks that involve reading or writing
Avoiding activities that involve reading

Teens and adults

Dyslexia signs in teens and adults are similar to those in children. Some common dyslexia signs and symptoms in teens and adults include:

Difficulty reading, including reading aloud
Slow and labor-intensive reading and writing
Problems spelling
Avoiding activities that involve reading
Mispronouncing names or words, or problems retrieving words
Trouble understanding jokes or expressions that have a meaning not easily understood from the specific words (idioms), such as "piece of cake" meaning "easy"
Spending an unusually long time completing tasks that involve reading or writing
Difficulty summarizing a story
Trouble learning a foreign language
Difficulty memorizing
Difficulty doing math problems

Assistive Technologies for Dyslexia

Along with advancing technology able to help students with dyslexia, one of the most effective and ‘no-tech’ accommodations a teacher can make for this type of student is to allow extra time on tests and assignments. Below are four assistive technologies that could greatly help a student with dyslexia.

Note-taking

The Livescribe Smartpen can eliminate the stress of note-taking in class because it captures everything the student hears and writes. And since the user can transfer notes and recordings to a computer, a student can easily search and organize notes for homework study. The audio recording can be slowed down or speeded up as needed, and a specific section of any recording can be played back simply by tapping that part of one’s written notes.

2. Speech-to-text

One example is Dragon NaturallySpeaking, which can be helpful to dyslexic children in a number of ways, including orally committing ideas to paper, dictating answers to homework and writing essays. Other programs include ViaVoice and Listen.

3. Text-to-speech

An example is Read & Write Gold, an assistive-technology software program developed to improve learning for students with dyslexia. In addition to offering reading aloud of digitized text, other features include picture dictionaries, a thesaurus and word prediction. Other examples of text-to-speech programs include Home Page Reader and eReader. Digitized libraries such as Bookshare and Learning Ally also offer their own text-to-speech software.

4. Dyslexia- Friendly Fonts

While font may not be the first thing someone thinks about when considering accommodations for someone with a disability, dyslexia-friendly fonts can really help a learner with dyslexia better understand the computer-based content they are supposed to interact with. The British Dyslexia Association has an extensive, detailed list of various decisions that should be made in regards to readers with dyslexia using computer-based formats. I won’t list all of the recommendations here, focusing instead on the main points to consider.

Use sans serif fonts, such as Arial and Comic Sans, as letters can appear less crowded (Alternatives include Verdana, Tahoma, Century Gothic, Trebuchet, Calibri, Open Sans).
Font size should be 12-14 point or equivalent
Use larger line spacing
Avoid underlining and italics. Use bold for emphasis
Avoid text in uppercase/capital letters and small caps
Add extra space around headings and between paragraphs
Use single-color backgrounds. Avoid background patterns or pictures
Use sufficient contrast levels between background and text.
Use dark-colored text on a light (not white) background
Left align text, without justification
Avoid multiple columns (as used in newspapers)
Break up the text with regular section headings in long documents and include a table of contents
Be concise; avoid using long, dense paragraphs
Use short, simple sentences in a direct style
Use images to support text. Flow charts are ideal for explaining procedures. Pictograms and graphics can help to locate and support
Consider using bullet points and numbering rather than continuous prose
Give instructions clearly
Avoid double negatives
Avoid abbreviations where possible; always provide the expanded form when first used
Provide a glossary of abbreviations and jargon

Resources:

Mayo Clinic. n.d. Dyslexia - Symptoms and causes. [online] Available at: [Accessed 11 March 2022].

Yale Dyslexia. 2017. Dyslexia FAQ - Yale Dyslexia. [online] Available at: [Accessed 11 March 2022].

British Dyslexia Association. n.d. Dyslexia friendly style guide - British Dyslexia Association. [online] Available at: [Accessed 11 March 2022].

Other Health Impairment

briancaldwell3 — 2022-03-08 12:16:55 UTC

Attention deficit hyperactivity disorder (ADHD)

What is ADHD?
ADHD stands for ‘attention deficit hyperactivity disorder’ It is a medical condition. A child or adult with ADHD has differences in brain development and brain activity that affect attention, the ability to sit still, and self-control. ADHD can impact a child’s education, social development and personal relationships.

Symptoms of (ADHD)

The symptoms of attention deficit hyperactivity disorder (ADHD) can be categorised into 2 types of behavioral problems:

Inattentiveness
Hyperactivity and impulsiveness

ADHD sufferers can exhibit symptoms of 1 of these or can suffer from a combination of both.

Inattentiveness

Difficulty focusing or concentrating on tasks/ education.

Being forgetful about completing tasks
Easily distracted/ Short attention span
making careless mistakes – for example, in schoolwork
appearing forgetful or losing things
being unable to stick to tasks that are tedious or time-consuming
appearing to be unable to listen to or carry out instructions
constantly changing activity or task
having difficulty organizing tasks

Hyperactivity and impulsiveness

The main signs of hyperactivity and impulsiveness are:

being unable to sit still, especially in calm or quiet surroundings
constantly fidgeting
being unable to concentrate on tasks
excessive physical movement
excessive talking
Impulsive actions or behaviour.
Being unable to wait their turn
interrupting conversations
little or no sense of danger

ADHD and education
ADHD students can still have a successful education and can perform well in school. ADHD can have a profound effect on student's ability to perform tasks. Students can often struggle with reading, poorly constructed written material and Mathematics Students can also struggle to concentrate in class and can have difficult relationships with teachers and classmates

Assistive technologies in the classroom
Once a student is diagnosed with ADHD, it is recommended that a Needs analysis is conducted to determine what Assistive technologies would support the particular student's needs.

Word cloud generators, create a visual representation of different texts. Students can upload any text into the generator and a word cloud is created out of the most frequently occurring words. (Wordle). This will assist students comprehension.
Word-prediction software/ Spelling/Grammar software enables students to choose vocabulary and assist with spelling and reduce grammatical errors.
Audio books and reading software. Recorded books allow users to listen to text, and they are available in a variety of formats. This will aid students who struggle to decode words and speed up the learning process.
Text-to-speech features ( Google Read&Write) are able to convert written text to audio and read text on screens, aloud. This can help the student to focus, improve pronunciation and prevent errors in accuracy.
Visual and Graphic Organisers help students organise their thoughts, so they can process and disseminate information more readily.
As students with ADHD often struggle to organize their thoughts into written words, assistive technology that supports ideation, or the process of generating ideas, has aided students.
Optical character recognition (OCR) programs allow a student to scan printed material into a computer or handheld unit. The scanned text is then read aloud by a speech synthesis/screen reading system.
Talking calculators have a built-in speech synthesizer that reads aloud each number, symbol, or operation key a student presses, as well as the answer.

It is important that teachers, parents and of course the students themselves are all properly trained in the use of these educational tools. They will not be utilized effectively unless all parties are aware of the functions and how they can assist the students. Teachers still need to adapt learning objectives and use explit instruction.

Non-Technological based assistance to help ADHD learners can include

Cushions to help comfort
Checklists.
Flexible seating
Engaging learning stations
Timers to assist on time management
Set daily routines
Praise and encouragement
Class values and diversity-Ensuring other classmates are supportive of the student and no bullying exists.
Extra time on tests
Tailored differentiation strategies individualized to the needs of the students.
Feedback when a child misbehaves.
Encourage sporting activity
Have a 'stressball' or other gadgets to help the child in time of need.

Students can keep diaries to chart feelings and progress, and meetings with and support services are recommended to assist with the emotional and educational symptoms of
ADHD sufferers.

Down Syndrome

jessieniner — 2022-03-08 12:17:01 UTC

What is Down Syndrome?
Down syndrome occurs when an individual has a full or partial extra copy of chromosome 21.

Discovered by an English physician, John Langdon Down, who published an accurate description of a person with Down syndrome in the late 19th century.

Down syndrome is the most common chromosomal condition.

According to the Centers for Disease Control and Prevention, approximately one in every 700 babies in the United States is born with Down syndrome, about 6,000 babies with Down syndrome are born in the United States each year.

Are There Different Types of Down Syndrome?

TRISOMY 21 (NONDISJUNCTION)

Down syndrome is usually caused by an error in cell division called “nondisjunction.” Nondisjunction results in an embryo with three copies of chromosome 21 instead of the usual two. Prior to or at conception, a pair of 21st chromosomes in either the sperm or the egg fails to separate. As the embryo develops, the extra chromosome is replicated in every cell of the body. This type of Down syndrome, which accounts for 95% of cases, is called trisomy 21.

MOSAICISM

Mosaicism (or mosaic Down syndrome) is diagnosed when there is a mixture of two types of cells, some containing the usual 46 chromosomes and some containing 47. Those cells with 47 chromosomes contain an extra chromosome 21.

TRANSLOCATION

In translocation, which accounts for about 4% of cases of Down syndrome, the total number of chromosomes in the cells remains 46; however, an additional full or partial copy of chromosome 21 attaches to another chromosome, usually chromosome 14. The presence of the extra full or partial chromosome 21 causes the characteristics of Down syndrome.

What Causes Down Syndrome?

Regardless of the type of Down syndrome a person may have, all people with Down syndrome have an extra, critical portion of chromosome 21 present in all or some of their cells.

This additional genetic material alters the course of development and causes the characteristics associated with Down syndrome.

The cause of the extra full or partial chromosome is still unknown.

The additional partial or full copy of the 21st chromosome which causes Down syndrome can originate from either the father or the mother.

What is the Likelihood of Having a Child with Down Syndrome?

Down syndrome occurs in people of all races and economic levels, though older women have an increased chance of having a child with Down syndrome. A 35 year old woman has about a one in 350 chance of conceiving a child with Down syndrome, and this chance increases gradually to 1 in 100 by age 40. At age 45 the incidence becomes approximately 1 in 30. The age of the mother does not seem to be linked to the risk of translocation.

Does Down Syndrome Run in Families?

All 3 types of Down syndrome are genetic conditions (relating to the genes), but only 1% of all cases of Down syndrome have a hereditary component (passed from parent to child through the genes). Heredity is not a factor in trisomy 21 (nondisjunction) and mosaicism. However, in one-third of cases of Down syndrome resulting from translocation there is a hereditary component – accounting for about 1% of all cases of Down syndrome.

How Is Down Syndrome Diagnosed?

PRENATALLY

There are two categories of tests for Down syndrome that can be performed before a baby is born: screening tests and diagnostic tests. Prenatal screens estimate the chance of the fetus having Down syndrome. These tests do not tell you for sure whether your fetus has Down syndrome; they only provide a probability. Diagnostic tests, on the other hand, can provide a definitive diagnosis with almost 100% accuracy

AT BIRTH

Down syndrome is usually identified at birth by the presence of certain physical traits: low muscle tone, a single deep crease across the palm of the hand, a slightly flattened facial profile and an upward slant to the eyes. Because these features may be present in babies without Down syndrome, a chromosomal analysis called a karyotype is done to confirm the diagnosis.

What Impact Does Down Syndrome Have on Society?

Individuals with Down syndrome are becoming increasingly integrated into society and community organizations, such as school, health care systems, work forces, and social and recreational activities. Individuals with Down syndrome possess varying degrees of cognitive delays, from very mild to severe. Most people with Down syndrome have cognitive delays that are mild to moderate.

Due to advances in medical technology, individuals with Down syndrome are living longer than ever before. In 1910, children with Down syndrome were expected to survive to age nine. With the discovery of antibiotics, the average survival age increased to 19 or 20. Now, with recent advancements in clinical treatment, most particularly corrective heart surgeries, as many as 80% of adults with Down syndrome reach age 60, and many live even longer.

Preferred Language Guide

Use this language when referring to Down syndrome and people who have Down syndrome:

People with Down syndrome should always be referred to as people first.
Instead of “a Down syndrome child,” it should be “a child with Down syndrome.” Also avoid “Down’s child” and describing the condition as “Down’s,” as in, “He has Down’s.”
Down syndrome is a condition or a syndrome, not a disease.
People “have” Down syndrome, they do not “suffer from” it and are not “afflicted by” it.
“Typically developing” or “typical” is preferred over “normal.”
“Intellectual disability” or “cognitive disability” has replaced “mental retardation” as the appropriate term.
NDSS strongly condemns the use of the word “retarded” in any derogatory context. Using this word is hurtful and suggests that people with disabilities are not competent.

Down vs. Down’s

NDSS uses the preferred spelling, Down syndrome, rather than Down’s syndrome.
Down syndrome is named for the English physician John Langdon Down, who characterized the condition, but did not have it. An “apostrophe s” connotes ownership or possession.
While Down syndrome is listed in many dictionaries with both popular spellings (with or without an apostrophe s), the preferred usage in the United States is Down syndrome. The AP Stylebook recommends using “Down syndrome,” as well.

Meet an Athlete Ambassador

Kevin started running to demonstrate life-long health to his children. His hope is that both his son, who has Down syndrome, and his daughter, who does not, will join him. Kevin joined Team NDSS to support and bring awareness to advocating for people with Down syndrome. He runs to bring awareness to the fact that people with disabilities are the largest and most underrepresented minority group in our country.

— Kevin Ashton

References

National Down Syndrome Society. (2022, January 3). What is Down Syndrome?: National down syndrome society. NDSS. Retrieved March 9, 2022, from https://www.ndss.org/about-down-syndrome/down-syndrome/

Traumatic Brain Injury (TBI)

kejinli — 2022-03-08 12:17:06 UTC

Traumatic Brain Injury is a low-incident condition caused by a head injury that results in lasting damage to the brain. This injury disrupts normal brain functioning and may permanently impact how a person acts, moves, and/or thinks.

A traumatic brain injury often impacts functioning in the following areas: memory and cognition, social skills, emotional regulation, attention, behavior, speech and language, and physical health.

Traumatic brain injury does not apply to brain injuries that are congenital or degenerative, or to brain injuries induced by birth trauma.

Assistant Technologies (AT):
“Home-made” aids are simple solutions for many types of cognitive problems. They can make a large print calendar to note daily routines, or use a talking clock to remind them of the time.

For communication, speech-generating devices such as GoTalks can be used to express and understand written and spoken language.

For writing assistance, Dragon Naturally Speaking and CO: Writer Universal can be used to assist with vocabulary while writing.

For classrooms, a recording device can allow a person with a brain injury to take notes and keep up with teachers. Handheld microcomputers, such as the Palm Pilot, can also be used to easily input, save and retrieve notes.

Classroom accommodations:
Classroom accommodations are beneficial for students with cognitive problems in attention, information processing speed, memory, and executive function. By modifying the macro-environment, micro-environment, teaching style, structure, and pacing, teachers can address these cognitive challenges. Most importantly, teachers can modify the expectations and values which are addressed subtly in classrooms. The key to success in modifying classrooms is CONSISTENCY.

Behavioral challenges in students with TBI emerge out of the interaction of the child and the school environment. Educators’ task is to detect and analyze students’ behavioral patterns and minimize triggers that might cause inappropriate behaviors in the class settings.

Test Accommodations:

Allow additional time to complete tests.
Provide for completion of tests in a quiet, individual environment with the goal of minimizing distractions.
Administer long examinations in a series of shorter segments with breaks allowed between sections.
Allow oral examinations and assist students in having responses scribed, as needed.
Assess knowledge using multiple-choice instead of open-ended questions.
Allow students to clarify and explain responses on exams (and assignments).
Permit students to keep a sheet with mathematic formulas for reference unless memorizing the formulas is required.
Permit students’ use of a calculator.
Permit the student to utilize a dictionary and thesaurus in writing test responses.
If two exams are scheduled on the same day, allow students to reschedule one for another day.

_References:

_{Dragoo, K. E., & Lomax, E. (2020). The Individuals with Disabilities Education Act: A Comparison of State Eligibility Criteria. CRS Report R46566, Version 5.}_{Congressional Research Service}_.
_{LibGuides: Traumatic Brain Injury (TBI): Common Assistive Technologies}_{. Guides.library.illinois.edu. (2021). Retrieved 9 March 2022, from}_{https://guides.library.illinois.edu/c.php?g=497977&p=3409451}_.
_{Assistive Technology for Individuals with Traumatic Brain Injury | BrainLine}_{. BrainLine. (2011). Retrieved 9 March 2022, from}_{https://www.brainline.org/article/assistive-technology-individuals-traumatic-brain-injury}_.
_{Hibbard, M., Gordon, W. A., Martin, T., Raskin, B., & Brown, M. (2001). Students with traumatic brain injury: Identification, assessment and classroom accommodations.}_{Research and Training Center on Community Integration of Individuals with Traumatic Brain Injury}_{, 1-16.}
_{Do2Learn: Educational Resources for Special Needs}_{. Do2learn.com. Retrieved 9 March 2022, from https://do2learn.com/disabilities/CharacteristicsAndStrategies/TraumaticBrainInjury_Characteristics.html.}
_{Kreutzer, J., & Hsu, N. (2011).}_{Accommodations Guide for Students with Brain Injury | BrainLine}_{. BrainLine. Retrieved 10 March 2022, from https://www.brainline.org/article/accommodations-guide-students-brain-injury.}

Christine Chung

christinechung7754 — 2022-03-08 12:17:17 UTC

What is Dysgraphia?

Dysgraphia is a brain-based learning disability that impairs writing and fine motor skills. The symptoms may show at an early age as a child learn to write. Dysgraphia is a lifelong disability, but it may remain undiagnosed until adulthood.

Types of Dysgraphia

There are two common causes of Dysgraphia.

- Acquired Dysgraphia: typically shows in adults when they lose their skills to write due to trauma such as a stroke.

- Developmental Dysgraphia:

Dyslexia dysgraphia: Spelling is poor, but the motor skills are normal. The non-copied handwriting is illegible but copied writing or drawing may be legible.
Motor dysgraphia: Spelling ability can be normal. Both non- copied handwriting and copied handwriting/drawing/tracing letters are illegible.
Spatial Dysgraphia: difficulty staying within the line or can't use proper spacing.

What are the signs of Dysgraphia a child can show?

poor or illegible handwriting
incorrect spelling
incorrect capitalization
using incorrect words
omitting words from sentences
slow writing speed
fatigue after writing short pieces
inappropriate letter sizing
inappropriate letter spacing
difficulty with grammar and sentence structure
the unusual position of the body or hands when writing
saying words aloud when writing them down
watching the hands while writing
tight or unusual pencil grip
avoiding tasks involving writing or drawing
difficulty taking notes at school or work

In classroom accommodation for Dysgraphia

Try different types of pens, pencils, and pencil grips to find what works best for the student.
Provide written assignments with the information on (title, name, date, etc.)
Provide notes of the lesson or lesson outlines to reduce writing time
Provide extra time for writing assignments
Provide raise line paper to write within line
Give oral report assignment in place of written assignment
Break down the writing task in a small piece
Provide examples of writing
Grade based on what the student knows, not on handwriting or spelling
Give verbal assessment or change the format of the test (such as circle the answer/ fill in the blank)

Assistive Technology

Dictation Software (speech-to-text)
Word Processing software
On-screen keyboard (touchpad)
Proofreader program
Digital recorders

_{References
Wikipedia.org - Dysgraphia [Online]
Retrieved from https://en.wikipedia.org/wiki/Dysgraphia [Accessed 12 Mar 2022]

Learningabledkids.info - Assistive-technology for Dysgraphia and writing [Online]
Retrieved from http://learningabledkids.info/assistive-technology/assistive_technology_writing/assistive-technology-for-dysgraphia-and-writing-disabilities/ [Accessed 12 Mar 2022]

Leonard J. (2020 Jun 14). What is dysgraphia?}_{Medical News Today.}_{[online] Retrieved from https://www.medicalnewstoday.com/articles/dysgraphia#diagnosis

Frye, D. (2021 Sep 7), What is Dysgraphia?}_{ADDITUDE Magazine.}_{[online]
Retrieved from
https://www.additudemag.com/what-is-dysgraphia-understanding-common-symptoms/

Morine, A., Classroom accommodation for dysgraphia. www.understood.org. [Online]
Retrieved from https://www.understood.org/articles/en/at-a-glance-classroom-accommodations-for-dysgraphia?_sp=68eb5a5b-cd94-4875-9193-0e6a979e61a4.1647071633409 [Accessed 12 Mar 2022]}

Sensory Processing Disorder

jpatters39 — 2022-03-08 12:17:29 UTC

Auditory Processing Disorder

darrylanderson1 — 2022-03-08 12:17:31 UTC

Auditory Processing Disorder (APD) or Central Auditory Processing Order (CAPO) is a hearing impairment that affects between 3%-5% of young adolescents. Children who have this disorder experience difficulty hearing because the connection between the brain and ears is disrupted.

Symptoms of APD include:
*Following conversations
*Inability to pinpoint where sound come from
*Listen to Music
*Unable to remember spoken instructions, especially multiple steps
*Inability to understand conversations, especially if, multiple conversations are occurring at the same time
*Unable to understand fast speakers and strong accents

Possible causes of APD include:
*Regular ear infections
*Faulty gene
*Head injury
*Complication at birth

Auditory Processing Disorder has often been found in people with attention, language and learning difficulties such as dyslexia and ADHD.

Types of Assistive Technology Tools for Auditory Processing Disorder:

Personal listening devices (PLD) can help kids hear a teacher’s voice more clearly. With a PLD, the teacher wears a clip-on wireless microphone. The mic transmits her voice directly to a student’s personal speaker or earpiece. Some PLDs are called frequency modulation (FM) listening systems because they rely on the same FM frequencies radio stations use. Some newer PLDs use Wi-Fi or Bluetooth to transmit a voice.
Sound field systems are specialized speaker systems for classrooms, which often have sound issues. There may be areas where sound echoes or is muffled. A sound field system broadcasts the teacher’s voice to speakers placed in certain locations in the room. This helps to distribute the teacher’s voice evenly throughout the classroom, so all students can hear it well. Some systems include a pass-around microphone for kids to use during class discussions.
Noise-canceling headphones can help block out background noise for kids who are sensitive to sound. Kids may find it helpful to connect their headphones to a white noise app that plays sounds like rain or static. If kids need to listen to audio, they can listen through the headphones to help filter out distracting background noises.
Audio recorders allow kids to record classroom lectures or discussions. This way they can listen to a lecture several times if they didn’t comprehend it well enough the first time. It also may help to be able to pause the recording or play it at a slower speed to improve understanding. Some note-taking apps or devices allow kids to synchronize their handwritten or typed notes to an audio recording. This can make it easier to navigate an audio recording.
Captioning allows kids to read text that matches what’s being said. This can make it easier for kids with APD to understand spoken language. A classic example is closed captioning on television. Movies and some Internet videos, like those on YouTube, also offer captioning. Keep in mind that captioning may not be helpful if your child has reading issues.
Text-to-speech (TTS) software lets kids see text and hear it read aloud at the same time. Kids click on or highlight words, and the words are read by a computer-generated voice. This may help kids with APD who also struggle with reading skills, such as decoding. Some kids may have trouble understanding certain TTS voices. If this happens, experiment with different voices and reading speeds to see which ones work best. Another option is audiobooks, which use human voices for narration.

Strategies to aid students APD to hear in the classroom:

seating the student to minimise background noise, such as away from fans, computers, heaters and road traffic
checking that the teacher’s voice is clearly heard wherever the student is in the classroom
taking care to gain the student’s attention before giving verbal instructions (e.g. “whakarongo mai”)
giving clear, concise, well-spoken instructions (e.g. speak at the pace of a newsreader, but also use intonation and pauses to help convey the message)
giving short snippets of information where possible

References:

Assistive technology for auditory processing disorder. (2019, August 5). Understood - For learning and thinking differences. https://www.understood.org/articles/en/assistive-technology-for-auditory-processing-disorder

Auditory processing disorder (APD). (2017, October 17). nhs.uk. https://www.nhs.uk/conditions/auditory-processing-disorder/

Auditory processing disorder (APD). (2020, December 16). Education in New Zealand. https://www.education.govt.nz/school/student-support/special-education/assistive-technology/applying-for-assistive-technology/auditory-processing-disorder-apd/

Auditory processing disorder. (n.d.). Nemours KidsHealth - the Web's most visited site about children's health. https://kidshealth.org/en/parents/central-auditory.html

What is auditory processing disorder? (2016, August 15). WebMD. https://www.webmd.com/brain/auditory-processing-disorder

Autism Spectrum Disorder (ASD)

malinipaul — 2022-03-08 12:19:01 UTC

Autism is a spectrum disorder, meaning that it can range from mild to severe. It is a brain development disorder that can challenge an individual’s social interactions, communication, and behavior. Symptoms of autism can be noticed in children by the age of 3 and diagnosed through a specialized evaluation done by a developmental pediatrician. These symptoms include social and communication impairments, repetitive behaviors, limited interests, self-injury, and/or sleep problems. Early diagnosis and intervention have been shown to improve functioning for children with autism.

Assistive technologies (AT) can help create better learning opportunities for students with autism. AT for the classroom can be divided into four goals: reading, writing, social, and behavioral.

In the area of reading, text-to-speech software on computers or tablets can read words and stories out loud. Students, especially young learners, will be able to recognize sight-words with less difficulty.

For writing, options like Google voice typing can ease the burden of writing or typing, though this does not apply to students with nonverbal autism.

In order to develop social and communication skills, apps like SocialNorms help learners read and watch short social stories that model everyday interactions. Additionally, Augmentative and Alternative Communication Systems (AAC) can be used for non-verbal students to communicate. These can be low-tech, like printed flashcards, or high-tech, like touch-to-talk devices and apps.

To manage behavior, low-tech AT can include stopwatches or timers for students to visualize the time in which tasks should be completed. Apps, like ChoiceWorks or FirstThen, help students focus on following directions and completing tasks (see attached video).

In addition to AT, there are some accommodations that teachers can make in class to create a comfortable learning environment for the students.

Visual aids, like schedule cards, First-Then boards with flashcards, and timers can aid the completion of daily routines and tasks.

Students with autism should have a quiet place in the class where they can go to destress and take a break. They should feel safe and comfortable in their classroom.

Lastly, teachers should be flexible by allowing extra time on in-class work and assigning less homework if needed. Allow students to complete just enough of the assignment to show an understanding of the task.

With proper teacher training on the implementation and use of assistive technologies, we can create a positive learning environment for all students.

_References:
_{Center on Technology and Disability (CTD). (2017, April 6).}_{AT and Apps to Support Learners with Autism}_{[Video]. YouTube. https://www.youtube.com/watch?v=hkKnKKtxi-U}

_{Chambers, K. (2021, May 26).}_{15 Behavior Strategies for Autistic Children}_{. IBCCES. Retrieved March 9, 2022, from}_{https://ibcces.org/blog/2016/07/15/behavior-strategies/}

_{The Definition of Autism}_{. (2019). Understanding Special Education. Retrieved March 9, 2022, from}_{https://www.understandingspecialeducation.com/definition-of-autism.html}

_{Jadhav, M., & Schaepper, M. (2021, August).}_{What Is Autism Spectrum Disorder?}_{American Psychiatric Association. Retrieved March 9, 2022, from https://www.psychiatry.org/patients-families/autism/what-is-autism-spectrum-disorder}

_{Nelson, J. A. D. (n.d.).}_{Autism Technology}_{. Stages Learning Materials. Retrieved March 9, 2022, from}_{https://blog.stageslearning.com/blog/autism-technology?topic=autism-technology}

_{Parette, Jr, H.P., Crowley, E.P., Wojcik, B.W. (2007). Reducing overload in students with learning and behavioral disorders: The role of assistive technology. TEACHING Exceptional Children Plus, 4(1) Article 4. Retrieved March 9, 2022, from http://escholarship.bc.edu/education/tecplus/vol4/iss1/art4}

Orthopedic Impairment

leaeronyen1 — 2022-03-08 12:19:16 UTC

The Individuals with Disabilities Education Act (IDEA) defines an orthopedic impairment as "a severe orthopedic impairment that adversely affects a child’s educational performance". They specify that this term “includes impairments caused by a congenital anomaly [birth defects], impairments caused by disease (e.g., poliomyelitis, bone tuberculosis), and impairments from other causes (e.g., cerebral palsy, amputations, and fractures or burns that cause contractures).”

Common Traits of Orthopedic Impairment and Prevalence

Common Traits of Orthopedic Impairment and Prevalence

Orthopedic Impairments have various causes. It ranges from genetic abnormalities, such as individuals born missing a limb or limbs or joint deformities like spina bifida. To disorders such as cerebral palsy. It can also be caused by disease, injury, or surgery. No matter the cause, the orthopedic impairment disability category, as per IDEA, includes all orthopedic impairments. In an article from the David O. McKay School of Education site, “The U.S. Department of Education, 68,188 students receive special education services based on a classification of orthopedic impairments. This is roughly 1.1% of the 5,971,495 students that received special education services in 2003-2004”.

How Does Orthopedic Impairment Impact Education?

Students with orthopedic impairments usually function the same cognitively as their peers who don’t have disabilities. Therefore, it is important to try to include students in this category as much as is possible in mainstream classes. It is important to note that while cognitively, these students are generally at the same level as their peers, there are other factors that may impair their learning. Some students may experience neurological or motor issues related to their impairments. Students with amputations, for example, may have difficulty maintaining attendance which makes it difficult for them to keep up with the material they are supposed to be learning. According to specialeducationguide.com, other difficulties include:

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

Accommodations

Students with orthopedic impairments all have different needs for accommodations. Some will need assistive technology such as canes, wheelchairs, etc., so that they can participate in school activities. Some may need devices such as speech recognition software, communication devices, screen reading software, and others. Other accommodations that need to be considered by teachers are how the student’s behavior may be impacted by orthopedic disability. For example, one study suggests that fatigue may have an affect on people with spastic cerebral palsy.

Assistive Technology Recommendations

Wheelchairs - Wheelchairs are a fairly common technology that most people are familiar with. These days there are several styles to choose from. With the variety of options available, students with orthopedic impairment can be more likely to find one that accommodates their needs.

Prosthesis - These artificial substitutes for body parts can provide students with better mobility and independence. There are different kinds to choose from and the technology for prosthesis continues to improve.

Alternative Grip Tools - They are designed to be easier to use. These tools come in different sizes, shapes and weights. There are several varieties of these types of tools such as Easi-Grip Scissors, Push Down Mounted Scissors, and Ring Pen .

Slant Boards and Book Stands - Both are portable and easy to use. Slant boards can adjust to an angle that allows students to write while also keeping the paper in place. Book stands keep pages open and can be tilted and/or heightened to an optimal angle for the student.

E-book Readers and Tablets - E-book Readers give students access to a variety of texts and titles. Features include tapping the screen to turn the page, highlighting, zoom in and out, change font size, reading text out loud, and adjustable background lighting for an easier on the eyes reading experience. Tablets can do everything an e-book can do, and more! They can give students access to a huge variety of apps that support students with special needs. Some app examples include e-books, tools (cards, calculator, letter blocks, etc.), text to speech, speech to text, and electronic games.

References:

Hearing/Auditory Impairment and Deafness

jenifermcelroy — 2022-03-08 12:19:47 UTC

What are hearing/auditory impairment and deafness?

According to the IDEA hearing impairment and deafness are categorized separately as the following: "an impairment in hearing, whether permanent or fluctuating, that adversely affects a child's educational performance" and "a hearing impairment that is so severe that the child is impaired in processing linguistic information through hearing, with or without amplification", respectively. Through these definitions, we can view deafness as the prevention of sound being received. In contrast, a child with hearing loss or impairment can typically respond to auditory stimuli including speech.

***It is important to note that Deafness can also be a cultural identity that presents with cultural considerations as well. The Deaf Community is an excellent resource for understanding the educational implications of cultural Deafness.***

Types of Hearing Loss

Hearing loss can be caused by genetic or hereditary factors, infections, developmental abnormalities, or environmental/traumatic factors. There are four categories of hearing loss that can be diagnosed.

Conductive Hearing Loss- A conductive hearing loss happens when sounds cannot get through the outer and middle ear. It may be hard to hear soft sounds. Louder sounds may be muffled. Medical treatment can often repair this type of loss, but repeated conductive hearing loss can lead to language delays.

Sensorineural Hearing Loss- A sensorineural hearing loss happens when there is damage to the inner ear. These types of losses can be mitigated with treatment from an audiologist, but these losses tend to be permanent, more severe, and affect oral language development.

Mixed Hearing Loss- Mixed hearing loss is, as it sounds, a mix of both sensorineural and conductive hearing losses.

Central Hearing Disorders- Central hearing disorders include disorders or dysfunction in the central auditory system, including Auditory Processing Disorder and Receptive Language Disorder.

To learn more about types of hearing loss, watch this video.

Impact on Learning

Hearing impairments/loss and Deafness can have multiple impacts on learning for students. In the absence of other disabilities, students with hearing loss have typical intelligence; however, social-emotional development, speech and language skills, and educational achievement can all be affected.

Assistive Technologies for Hearing Impairments

There are many types of technologies that can support students with hearing losses, including assistive listening devices (ALDs).

ALDs provide access to auditory information using different systems such as AM, FM, and loop systems. These systems work with headsets, hearing aids, and cochlear implants to amplify the sound of the speaker or other auditory inputs such as videos shown in class.

Hearing aids and cochlear implants are sometimes used by students on the basis of personal choice. Culturally Deaf students may choose to not use assistive listening devices and technologies.

Captioning is available on many videos and there are several programs allowing teachers to caption their own videos that may not have them included already. This is often a legal requirement for showing videos in a classroom including a student with a hearing loss. It is also important to remember that auto-generated captions often don't meet this requirement due to the high error rate. Schools are encouraged to use the Described and Captioned Media Program, which offers thousands of captioned titles and DVDs that can be requested.

Computer programs have been developed with students with hearing impairments in mind. Such programs can provide students with speech/auditory training, curriculum materials in sign language, and additional reading and language instruction.

Alerting devices that use vibration and lights in place of noise allow children with hearing impairments to have access to the school bell, fire alarms, and other attention-getting alert systems.

Videophones allow students to make calls more clearly and have access to interpreters through federally-funded companies (Video Relay Service or VRS).

Some students prefer access to CART services (Communication Access Realtime Translation). Through the use of such live-captioning services, they can have access to lectures, meetings, and other auditory input in text form.

Other Accommodations

Specific student accommodations will be located within the IEP. Here are some common accommodations made for children with hearing loss.

Sign language interpreters provide students who use sign language as their native language full access to what is happening inside the classroom. Sign language interpreters adjust their mode of communication to match the student and can provide teachers with invaluable information regarding the student's language abilities. Oral transliterators are another option depending on a student's mode of communication.

Testing accommodations may be made to allow students access to an interpreter, additional time to complete assessments, alternative testing, reading assistance, and/or special settings. There are also special testing considerations and rules for standardized nationwide tests such as the SAT and ACT.

Preferred seating allows the student to sit where they are able to be the most successful. For example, some students prefer sitting in front of the teacher in order to have better access to auditory information or speechreading, while others require seats in front of the board to allow for less of an attention gap between visual media and their interpreter.

Students with hearing losses can also benefit from peer notetakers in the classroom by allowing them to fully focus on the visual and auditory information they are given and reducing the distractions and information lost when taking notes.

There are a plethora of accommodations that can be made on an individual basis for students with hearing loss or deafness. Here is a checklist available to document which accommodations specific students require according to their IEPs.

In Conclusion

All students with hearing losses require accommodations unique to themselves and their learning styles. By having conversations with the student, teachers will be able to better meet the preferences and needs of the students so they can be successful in their learning.

Works Cited

Accommodations 101. National Deaf Center. (2021, May 26). Retrieved March 12, 2022, from https://www.nationaldeafcenter.org/accommodations-101

Boston Children's Hospital. (2019). Providing Services and Accommodations for Deaf and Hard of Hearing Students in a Mainstream Setting. YouTube - Providing Services and Accommodations for Deaf and Hard of Hearing Students in a Mainstream Setting. Retrieved March 12, 2022, from https://www.youtube.com/watch?v=NSHRQRsvFYs.

IEP/504 checklist: Recommended Accommodations. Hands and Voices. (n.d.). Retrieved March 12, 2022, from https://handsandvoices.org/pdf/IEP_Checklist.pdf

National Deaf Center. (2020). Accommodations 101: Assistive Listening Devices. YouTube - Accommodations 101: Assistive Listening Devices. Retrieved March 12, 2022, from https://www.youtube.com/watch?v=0QbRLAr1VFM.

The Nemours Foundation. (2020). Understanding Hearing Loss in Children - Nemours Children's Health System. Youtube - Understanding Hearing Loss in Children. Retrieved March 12, 2022, from https://www.youtube.com/watch?v=f3Qg7zgYyGA.

Success for Kids with Hearing Loss. (2021, July 8). Supporting success for children with hearing loss: Accommodations for students with hearing loss. Supporting Success For Children With Hearing Loss |. Retrieved March 12, 2022, from https://successforkidswithhearingloss.com/accommodations-for-students-with-hearing-loss/

Texas Council for Developmental Disabilties. (2013). Hearing Impairments. Project IDEAL. Retrieved March 12, 2022, from http://www.projectidealonline.org/v/hearing-impairments/

Intellectual Disability by Mohamad Abou Ali

moabouali — 2022-03-09 06:58:44 UTC

Intellectual disability refers to a person who is limited in learning at an expected level and functioning in daily life. People with intellectual disabilities can have a reduced ability to understand new or complex information, learn new skills, and cope independently, including social purposes.

Intellectual disability affects mental ability functioning in two areas: Intellectual functioning (learning, problem-solving, judgment) and adaptive functioning (daily life activities, communication, independent living.)

There are many types of intellectual disability with varying degrees of severity.

Intellectual disability affects about 1% of the population, and of those, about 85% have a mild intellectual disability.

Males are more likely than females to be diagnosed with intellectual disability.

Symptoms:

· Symptoms begin during childhood.

· Delays in language or motor skills may be seen by age two

· Mild levels of intellectual disability may not be identified until school-age when a child has difficulty with academics.

Causes:

· Genetic syndrome

· Following an illness such as meningitis, whooping cough, or measles

· May result from head trauma during childhood

· May result from exposure to toxins such as lead or mercury

· Environmental influences such as alcohol, drugs or other toxins

· Labor, delivery-related events, infection during pregnancy and problems at birth, such as not getting enough oxygen.

Signs of intellectual disability

· Mobility skills learned later than other children

· Verbal communication learned later or have trouble speaking

· Difficulties in remembering

· Incomprehension of social norms and/or social rules

· Have trouble seeing the consequences of their actions

· Difficulty problem solving and/or thinking logically

How this disability affects learning?

· Difficulty understanding new information

· Difficulties with communication and social skills (teachers, peers)

· Slow cognitive processing time

· Difficulty in the sequential processing of information

· Difficulties comprehending abstract concepts

How to support through differentiation?

· 'Hands-on' activities

· Visual representation

· Outlines – highlighting key concepts

· Tailored reading lists with guidance to key texts

· For procedures, processes, or directions, steps should be made clear and explained in verbal and written form

· Assistive technology

· Reinforcing learning using real-life examples

· Presenting information in a range of formats

· Uncluttered, colourful, and simple presentations

· Recording lectures

· Repetition

· One on one tutoring – Peer tutoring

Assessment strategies

Students with intellectual disabilities may need certain adjustments to assessment tasks. Students with intellectual disabilities require a reasonable opportunity to demonstrate what they have learned.

· Allowing deadline extensions

· Using technology to record students' work

· Encourage the student to submit an early draft of assignments to allow feedback to the student

· Students will need extra time in an examination to read and analyze questions and plan their answers

· Short answer questions will be a better test of their knowledge

· Students may benefit from an exam timetable that features some days between exams to prepare for exams

How to support using assistive technology?

Assistive technology ranges from low- to high-tech. Assistive technology can be used in two ways: to support learning and bypass a challenging task. Assistive technology should be embedded within quality instruction.

High tech:

· Talking calculators

· Interactive white board

· Screen readers

· Electronic dictionaries

· Audiobooks

· Programs with book notes, high light options, dictionary

· Dictation based on voice recognition

Low tech:

· Audio recordings

· Graphic organizers

· Sticky notes to summarize the main idea

· Vocabulary dictionary

· Graphing paper lined paper

· Basic calculators

· Cue cards, flashcards, Notepads

Supports and services:

· Early intervention (infants and toddlers)

· Special education (Individual education plans)

· Family, friends, peers, and coworkers support

· Vocational programs

· Day programs for adults

· Housing and residential options

References:

Assistive technology for students with learning disabilities. LD@school. (2018, May 4). Retrieved March 11, 2022, from https://www.ldatschool.ca/assistive-technology/

Inclusive teaching: Intellectual disability. ADCET. (n.d.). Retrieved March 11, 2022, from https://www.adcet.edu.au/inclusive-teaching/specific-disabilities/intellectual-disability#:~:text=Impact%20of%20intellectual%20disability&text=There%20are%20a%20number%20of,slow%20cognitive%20processing%20time

Manager. (2021, January 2). Strategies for teaching students with intellectual disabilities. TherapyTravelers. Retrieved March 11, 2022, from https://therapytravelers.com/strategies-teaching-students-intellectual-disabilities/

What is intellectual disability? What Is Intellectual Disability? (n.d.). Retrieved March 11, 2022, from https://www.psychiatry.org/patients-families/intellectual-disability/what-is-intellectual-disability

Differentiation and Assistive Technologies for Speech and Language Impairments

jasminemcclure1 — 2022-03-10 07:08:35 UTC

Differentiating for Speech and Language Impairments

To effectively adjust for an SLI, the employed strategy needs to accomplish two things: help the student complete the given task and help the student bypass whatever speech or language obstacle they are facing. There are a variety of ways to differentiate instruction depending on the severity of the case. For fluency and articulation issues, students can meet with a speech therapist. Teachers can also provide opportunities for communication in the classroom for students to gain additional practice, such as doing read-alouds, partner reads, and small group work. Varying the tasks and group sizes help students who may feel embarrassed by their SLI when sharing their own ideas in a large group (“What is AAC?”, 2022).

For more severe language impairments, teachers may need to rely on a variety of differentiation strategies. It is important to always use both spoken word and written language when giving lessons and instructions. This can help students who need more time to process language and those who struggle to understand speech. Teachers can also make use of core boards, which provide images, symbols and written versions of the most common words and expressions we use in our everyday speech. Both students and teachers can point to these symbols to communicate as needed. (“Speech in a sec”, 2019). As always, utilizing Universal Design for Learning in the classroom ensures that students are getting to learn, practice and produce content in a variety of ways, which can be useful for those who struggle with listening and speaking (Morrin, 2021).

Assistive Technologies for Speech and Language Impairments

One of the most effective tools for people with SLIs are Augmentative or Alternative Communication Devices (AACs). These are tools which can help people who find speaking challenging communicate in other ways. AACs help by either adding other forms of speech (i.e. body language) or by completely replacing the means of communication (a device that speaks for the user). AACs can be broken down into two categories (“What is AAC?”, 2022):

Unaided AACs
- Sign language
- Body language
- Gestures
- Facial expressions
Alternative (Replacing)
- Choice boards
- Symbol Boards
- Speech Generating Devices
- Apps

Speech generating devices and apps have been developed to move traditional core boards into the digital space. Parents and teachers can work together to find which app might be the most suitable for the student. For example, some autistic children find speaking difficult, but reading and typing easy. They can use a text-to-speech app for communicating with others, such as Voice Reader Central (https://apps.apple.com/us/app/voice-reader-speech-central/id1127349155. )

For others, a more simple version with pictures may be more useful. Go Talk Now, for example, enables the user to input pictures and words on a grid that can simply be tapped to communicate. The app reads the word out loud when it is selected. Go Talk Now also allows the user to take photos with their device, so personal objects can be included in the photo sets. The number of photos in each set can also be adjusted for how many options the child is able to differentiate from (1-36) (“Welcome to words,” 2020).

_{References
Morin, A. (2021, February 10). Universal Design for Learning (UDL): What You need to know. Retrieved March 5, 2022, from}_{https://www.readingrockets.org/article/universal-design-learning-udl-what-you-need-know}

_{Speech in a sec. (2019, August 11).}_{Introduction to core boards}_{[Video]. YouTube.}_{https://www.youtube.com/watch?v=vB_brGVYg7w}

_{Welcome to Words. (2020, March 24).}_{Go talk now app: Set up tutorial}_{[Video]. YouTube. https://www.youtube.com/watch?v=y1_oTDcjq-U}

_{What is AAC? - AssistiveWare}_{. (2022). Assistive Ware. Retrieved March 9, 2022, from https://www.assistiveware.com/learn-aac/what-is-aac}

Other Considerations for Teachers

jasminemcclure1 — 2022-03-10 07:11:06 UTC

Communication is one of the most valuable and cherished aspects of being human. It’s important to remember that alternative communication gets more difficult as it increases in complexity.

“A person who does not speak will quickly learn that some things are easy to communicate (e.g. reaching for the TV remote to suggest you want to change the channel). They also learn that some things are hard to communicate (e.g. that the TV show reminds you of a family member who is gone)” (“What is AAC?”, 2022).

Educators should therefore strive to help students with SLIs communicate their thoughts and emotions as effectively as possible, both inside and outside of the classroom. Their performance in school and their relationships with others depend on their ability to hear and be heard.

Additionally, teachers can help other students accept those with SLIs as valued members of the classroom community. Sharing resources that promote acceptance and understanding can help build a better sense of inclusion for students with SLIs. This can be done with read-alouds for young children, inviting speakers with SLIs to visit the school, or even by watching Youtube videos. In this post, I share a video of a person with autism sharing their experiences as an AAC user. They explain how they use their device and how they would like to be treated by others. Teachers can share resources like this both with other staff members and their students as a means of raising awareness.

_{References

Kit Autie. (2021, January 29).}_{Using AAC as an autistic person}_{[Video]. YouTube. https://www.youtube.com/watch?v=z3YQ9F4SFAQ}

_{What is AAC? - AssistiveWare}_{. (2022). Assistive Ware. Retrieved March 9, 2022, from https://www.assistiveware.com/learn-aac/what-is-aac}

Other Impairment

briancaldwell3 — 2022-03-10 10:49:00 UTC

ADHD-Attention Deficit Hyperactivity Disorder

References

^{Guadingi, B (2017).15 Best Assistive Learning Tools for Students with ADHD:}

^{Bhavaga, H (February2021). Attention Deficit
Hyperactivityhttps://www.webmd.com/add-adhd/childhood-adhd/attention-deficit-hyperactivity-disorder-adhd
https://www.nhs.uk/conditions/attention-deficit-hyperactivity-disorder-adhd/
Disorderhttps://www.webmd.com/add-adhd/childhood-adhd/attention-deficit-hyperactivity-disorder-adhdhttps://www.additudemag.com/what-is-adhd-symptoms-causes-treatments/}

^{Cimic, D(Novermber2017) .10 Best assistive technologies for ADHD https://disabilitycreditcanada.com/10-best-assistive-technologies-add-adhd/}

^{Lynch, M(May2018). Assistive technology to help children with hyperactivity disorder to succeed academically.https://www.theedadvocate.org/assistive-technology-to-help-children-with-attention-deficit-hyperactivity-disorder-adhd-succeed-academically/}
^{https://www.helpguide.org/articles/add-adhd/attention-deficit-disorder-adhd-and-school.htm}

^{Nial, K. Assistive technology for students with ADHD.Youtube.https://www.youtube.com/watch?v=hZnv8JSj1lY
yy}

10 Best Assistive Technologies For Individuals With Down Syndrome

jessieniner — 2022-03-11 05:59:08 UTC

Ginger
Solo 6 Literacy Suite
Simple Smartphone
See and Learn Speech
Echo Smartpen
Rigid Keyguards
DIY Travel Games: Alphabet Learning
PFM PRO
KNFB Reader
Memo to Me

Ginger
Ginger is an assistive technology that can help individuals with down syndrome with their writing. Ginger is a tool that is available for both mobile and desktop users. Some of Ginger’s features include word prediction, customizable themes, grammar checker, sentence rephrase and translator.

Solo 6 Literacy Suite
Solo 6 Literacy Suite is an amazing assistive technology for individuals with down syndrome, specially students. Solo 6 Literacy Suite allows its users to read text out loud, organize graphic in various ways and even help its users write text out loud. Moreover, it also includes word prediction which means that users don’t even have to complete writing and the software guesses the words for them to pick.

Simple Smartphone
Simple Smartphone is the perfect assistive technology for individuals with down syndrome. Simple Smartphone is a simplified phone that is designed to help make lives much easier. It doesn’t have any complicated features that are hard to use or impossible to understand.

See and Learn Speech
The See and Learn Speech is an assistive technology that is specifically designed to help children with down syndrome. See and Learn Speech allows the children with down syndrome develop their speech. Some of the key features of See and Learn Speech is that it is to support speech development. This means that children’s are able to develop their speech skills. Moreover, it also allows them to clear their speech production and also allows to practicing speech skills with different techniques such as producing sound speech.

Echo Smartpen
Echo Smartpen is an assistive technology introduced by Livescribe. Echo Smartpen can help individuals with down syndrome work quite effectively; especially students and office workers that regularly attend lectures and meetings respectively. The Echo Smartpen allows its users to record everything they write, hear or say or what others say. For students, it can allow them to record their lectures while for the office workers it can help record their meetings.

Rigid Keyguards
Rigid Keyguards is a assistive technologies that can help individuals with down syndrome improve their way of writing on a laptop or computer. The Rigid Keyguard allows its users to rest their hands on the keyboard and even allows them to drag their hand on or across the keyboard without accidentally activating or touching the other keys that can end up ruining their piece of writing.

DIY Travel Games: Alphabet Learning
DIY Travel Games: Alphabet Learning is an assistive technology that is specially designed for with children with disabilities. The DIY Travel Games: Alphabet Learning is an “educational and a motor manipulation activity” that allows children to learn more effectively. DIY Travel Games: Alphabet Learning is part of a set that also includes games like Tic Tac Toe, Maze Fun, and Triangle Peg Solitaire can children can play.

PFM PRO
PFM PRO is a personal FM listening system that allows the speaker’s voice reach directly into the user’s ear. The PFM PRO assistive technology allows the audio to directly reach the user’s ear whether at home, work or school.

KNFB Reader
KNFB Reader is an assistive technology that helps individuals with down syndrome with their reading skills. KNFB Reader is fast, accurate and efficient software that designed to help those with disabilities. Some of the key features of KNFB Reader include reading virtually which includes printed text or documents, emails, receipts, memos, class handouts and much more. Moreover, it also allows its users to view the report, automatic page detection, and tilt control. KNFB Reader also allows its users to analyze the document thoroughly and determines the words and reads them out loud to its users with a high quality of “text-to-speech”.

Memo to Me
Memo to me is an assistive technology designed to help those individuals with down syndrome remember important stuff such as anniversary, birthdays, meetings, deadlines, assignments, family dinner and etc. Individuals with down syndrome may find it hard to remember stuff, therefore they can use Memo to Me to help them remember stuff for themselves. Students with down syndrome can use this assistive technology at school or at home in order remind themselves to complete certain assignments, projects, and homework. They can even use it to remind themselves of any meetings or prior commitments they had made earlier.

References

DISABILITY CREDIT CANADA INC. (2021, August 20). 10 best assistive technologies for individuals with Down Syndrome: 2017 edition. Disability Credit Canada | Disability Tax Credit & CPP Disability Services. Retrieved March 9, 2022, from https://disabilitycreditcanada.com/10-assistive-technologies-suffering-syndrome-2017-edition/

Down Syndrome and Heart Defects

jessieniner — 2022-03-12 03:27:47 UTC

A pediatric cardiologist explains why these two conditions often occur together

Newborns typically have a 1% chance of having a heart defect at birth. But for babies with Down syndrome, that risk is much higher.

"About half of all children with Down syndrome will be born with a congenital heart defect of some kind," says Penn Laird II, M.D., a pediatric cardiologist at Pediatric Heart Specialists, The Heart Center at Children's Health℠.

Why is Down syndrome associated with heart defects?

While the association between Down syndrome and congenital heart defects is well-known, the cause of heart defects isn't clear. Genetics, particularly the extra 21st chromosome that all children with Down syndrome have, likely play a role in the development of heart defects.

"There is research into children with Down syndrome and heart defects showing they may be missing some genetic material. That material may be important to how the heart is supposed to form correctly," says Dr. Laird. "But it's not completely understood."

When can a heart defect be detected in a baby with Down syndrome?

Down syndrome can be detected early on in pregnancy with a blood screening of the mother. In the past, parents worried that fetal heart rate or a white spot (echogenic intracardiac foci) on an ultrasound may be related to Down syndrome, but these factors are not necessarily associated with a Down syndrome diagnosis.

If a baby does have Down syndrome, a fetal echocardiogram and/or ultrasound between 18 and 21 weeks of pregnancy is necessary. These tests can reveal some heart defects before the baby is born.

The number of fetal diagnoses has increased dramatically in the last few years, thanks to new technology and testing, but not all children with Down syndrome are diagnosed before birth. If a child is born with Down syndrome and was previously undiagnosed during the prenatal period, then the baby will receive an echocardiogram before leaving the hospital after birth to check for heart defects.

What are the most common heart defects in babies with Down syndrome?

The most common heart defect in children with Down syndrome is an atrioventricular septal defect (AVSD), a large hole in the center of the heart. But other heart defects are possible and can occur, including:

Most major heart defects require one or more surgeries to correct, depending on their complexity and severity. Some minor heart defects may not require any surgery to correct, or even any treatment at all.

"Though there may be some differences in presentation and associated complications due to the presence of Down syndrome, that doesn't change the way we treat children with a heart condition," says Dr. Laird. "We use the same treatments for children with Down syndrome as we would for any child."

While a heart defect or the prospect of heart surgery on a newborn can be frightening for any parent, Dr. Laird says new techniques are helping babies with congenital heart disease have healthy childhood years.

"Today, the outcome for a child with Down syndrome and a congenital heart defect is really excellent," says Dr. Laird. "The vast majority of kids now can get their heart fixed in a very satisfactory way so they can live a totally healthy life."

References

Health, C. (n.d.). Down syndrome and heart defects. Children's Health. Retrieved March 12, 2022, from https://www.childrens.com/health-wellness/down-syndrome-and-heart-defects

Emotional + Behavioural Disabilities (EBDs)

2022-03-12 03:51:59 UTC

THIS IS A WORK IN PROGRESS EBD is a

Emotional + Behavioural Disabilities (EBD)

laurenashleylee — 2022-03-12 06:20:26 UTC

What do EBD look like?

"EBD" is an umbrella term for many different disorders. Here are some examples:

anxiety disorder
ADHD
depression
OCD
anorexia / bullimia
bipolar disorder
schizophrenia / schizoaffective disorder

What EBD students have in common is learning difficulties not explained by health, sensory, or intellectual factors. They may also have trouble building relationships with peers and teachers, demonstrate inappropriate behaviour or emotions, and experience physical symptoms in response to their emotional reactions (Loveless, 2022).

How can we support our EBD students?

Adhere to regular routines: Sudden change can trigger negative behaviour in EBD students. Adhering to a specified routing will reduce the likelihood of these outbursts—and make the EBD student(s) feel safer and more supported (Loveless, 2022). Since visual representation of content helps focus EBD students (Heintzelman, 2017), options include anchor charts (low-tech) and interactive slides (higher tech).
Reward positive behaviour: EBD students typically present behaviour that is detrimental to learning, often without realising it. Classroom behaviour charts (low-tech) and digital badges (higher tech) are two technologies that can be used effectively, so long as they focus on rewarding positive behaviour rather than punishing negative behaviour, which can trigger an even more negative response in EBD students (Loveless, 2022).
Help students monitor and regulate emotions: The first step to helping EBD students cope with their disorder is building awareness of how it impacts emotions. Biosensors such as heart rate monitors (lower tech) and emWave (higher tech) show the external impact of internal emotions. Once students identify the physical impact, they can then manage negative emotions through quiet times (lower tech) or apps like Headspace or Calm (higher tech). Severe cased may require dissociating almost entirely from the triggering environment (Colombo, 2019) through break time with choose-your-own adventure books (lower tech) or VR headsets (higher tech).

References
Colombo, D. (2019). New Technologies for the Understanding, Assessment, and Intervention of Emotion Regulation. Frontiers. Retrieved March 12, 2022, from https://www.frontiersin.org/articles/10.3389/fpsyg.2019.01261/full#:%7E:text=ER%20is%20a%20dynamic%20process,Gross%2C%201998%2C%202015a).
Heintzelman, S. (2017). Integrating Technology to Engage Students with EBD: A Case Study of School Leader Support. UKnowledge. Retrieved March 12, 2022, from https://uknowledge.uky.edu/cgi/viewcontent.cgi?article=1030&context=edsc_etds
Loveless, B. (2022). Emotional and Behavioral Disorders in the Classroom. Education Corner. Retrieved March 12, 2022, from https://www.educationcorner.com/behavioral-disorders-in-the-classroom.html