• Focus (Freedom Scientific)
• Brailliant (Humanware)

• iBrailler Notes
• Google Braille Back

• Siri
• Apple Dictation
• Windows Speech Recognition
• Google Docs Voice typing

• Smartphones
• Smart lighting
• Gaming systems

• ASL interpretation
• Transliteration
• Tactile interpretation
• Oral transliteration

• Communication Access Realtime Translation (CART)
  
  
• C-Print®
  
  
• TypeWell
  
  

• Assistive listening devices
• Captioned media
• Extended time
• Glossaries or dictionaries
• Individual administration
• Frequent breaks
• Sign language interpreters
• Scribes to record signed or dictated responses
  
  

• Student learns/develops considerably slowly compared to other children of the same age.
• Basic motor skills are acquired much later than developmentally appropriate.
• Difficulty communicating and socializing.
• Considerably lower than average IQ test scores.
• Speech difficulties.
• Memory problems.
• Inability to perceive connections between actions and consequences.
• Problem-solving or logical thinking difficulties.
• Incomprehension of social norms.

• Common use tools like hearing aids.
• Special grip pens.
• Computer peripheral alternatives such as keyboards and a mouse.
• Speech-to-text recognition tools.
• Spell and grammar checkers.
• Touch control devices.
• AT visualizers.
• Advanced computer-enabled communication tools.
• Graphic organizers.

OSEP Releases Fast Facts: Children Identified With Emotional Disturbance. https://sites.ed.gov/osers/2020/05/osep-releases-fast-facts-children-identified-with-emotional-disturbance/

Teaching Emotionally Disturbed (Behavior) Students. https://www.youtube.com/watch?v=yfOYlqlEgP4

Assistive Technology for Emotional and Behavioral Disorders.  https://prezi.com/ptlrwxm4zqgk/assistive-technology-for-emotional-and-behavioral-disorders/

EMOTIONAL BEHAVIORAL DISORDER: ACCOMMODATIONS AND MODIFICATIONS. http://www.achildwithneeds.com/disabilities/emotional-disability/emotional-behavioral-disorder-accommodations-and-modifications/

Emotional Disabilities and Their Accommodations. https://www.jeffreyfreedman.com/emotional-disabilities-and-their-accommodations/

Other Health Impairment Disability Category in IDEA. https://www.verywellfamily.com/other-health-impairments-2162517

What Role Does Assistive Technology Play in Special Education? https://online.mc.edu/degrees/education/med/special-ed/assistive-technology-role-in-special-education/

• Tutoring

• Classroom Accomodations

• Medication

• Coping Strategies

• cognition
•  language 
• memory 
• attention 
• reasoning 
• abstract thinking 
• judgment
• problem-solving 
• sensory 
• perceptual  
• motor abilities 
• psycho-social behavior 
• physical functions 
• information processing
• speech

• Problems following complex instructions

• Difficulty learning new skills

• A talking clock/calendar

• Alarm reminders

• Speech generating devices

• Speech Recognition Software

• Word prediction software

• Trouble making eye contact
• Difficulty with engaging in conversations
• Extreme distress when routines are slightly disrupted
• Facial expressions do not match their verbal responses
• Intense interest in a certain topic or subject
• Lack of enthusiasm or enjoyment in activities
• Challenges expressing verbally their feelings or needs
• Sensory stimuli sensitivity (sight, light, noises, taste and smell) 
• Stimming behaviours (eg. rocking, flapping hands, walking on toes)
• Staring at lights or objects
• Unengaged in "pretend" play
• Unable to see things from another's point of view

• Picture / Photo boards: Children point at pictures or photos to show what they are needing or how they are feeling. These can also include choice cards, break cards or any other picture representation to communicate the individual needs of the student. 

• Speech Generating Apps: this is not intended to substitute human voice, but also to help build speech and language skills. This link breaks down five of the best apps used for assistive technology for autism. 

• Simple Handling tools: Stress balls, worry beads and calming bottles are simple tools to help reduce anxiety and increase focus. 

• Color coded schedules / Visual Reminders: These are low-tech visual aides that make a positive difference in helping students focus on their routine. 

• Watches with Alarms / Visual Timers: A bit more mid-tech, visual reminders such as alarm watches or visual timers can assist children in developing time management skills. 

• Noise blocking headphones: Helps reduce anxiety and increase focus by blocking out over stimulating noises that may cause stress to the student. Noise blocking headphones are also a helpful tool with audiobooks or videos, especially in that many autistic students are visual learners. 

• Speech to text software: Specifically created for students with learning disabilities. 

• Social Stories: Short, simple, visual stories that help students with ASD to think and behave appropriately in a variety of social settings. For example a visit to the doctor or going to the grocery store. 

• Social Skills Cards and Games: Many social interactive games such as "Snakes and Ladders", "Uno" or dice games are intended to reinforce social communication skills. 

• Videos and Video Modelling: Videos are intended to help students focus on social emotional concepts such as polite greetings, joining in on conversations, sharing or asking someone to join a game. 

• Socially Assistive Robots: These robots are built to help students, as well as adults develop and build their social skills in risk-free environments. 

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

• wheelchairs
• walkers / canes / crutches 
• special chairs or desks for comfortable seating positions
• adaptive equipment for PE classes i.e. velcro gloves to help catch a ball

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

• Physical Therapists who work on gross motor skills (focusing on the legs, back, neck and torso)
• Occupational Therapists who work on fine motor skills (focusing on the arms and hands as well as daily living activities such as dressing and bathing)
• Speech-Language Pathologists who work with the student on problems with speech and language
• Adapted Physical Education Teachers, who are specially trained PE teachers who work along with the OT and PT to develop an exercise program to help students with disabilities
• Other Therapists (Massage Therapists, Music Therapists, etc.)

• not be able to see objects at a given distances
• struggle to see a whiteboard, blackboard or smartboard
• have trouble reading or learning to read
• have trouble participating in class
• not be able to focus on objects or follow them
• squint often or rub their eyes, including have chronic eye redness or sensitivity
• bump into objects while moving around the classroom

• Audio Description: The assisted listening devices provide additional narration tracks that describes the visual information that some may not be able to see. 

• Blindness Cane: While this a prime example of a low tech AT, canes assist low or no vision children in navigating around unfamiliar environments, such as the  school or classroom. 

• Braille Notetaker: Blind students can use a specialized eight key braille input machine, that allows for them to take notes, write, complete assignments and so forth.  

• Computers: A part of  every one's daily life, a computer can also display accessible assignments and allow for students to take notes that they can read. Settings on the computer can be adjusted to include magnification, larger print, high contrast and others to help low visual students. 

• Device Cameras: Taking a photo of certain objects and then magnifying them in order to help see text, visuals or pictures in larger form can be an useful tool that can be used during lessons or recess time. 

• Electronic Books (e-books) / Audio Books: These benefit students by including large print as well as text-to-speech functions. 

• Large Print: Repeated in a few of the above listed AT's, large print can be used as a high tech or low tech AT in assisting visually impaired students in being  able to read text. 

• Magnifiers: Magnifying glass, screen magnifiers or any other form of magnification. 

• Raised Dots / Braille: Braille or Raised Dots can provide information in a tactile way for students with low vision or vision loss. The labels are sticky can be used all over the classroom and on materials that students use frequently. These can also be used in books to help students read stories.     

• microswitch
• vocal output communication aid
• tablet
•  laptop 
• speech generating device (SGD)

• wheelchairs
• walkers / canes / crutches 
• special chairs or desks for comfortable seating positions