• Provide repetition and consistency
• Demonstrate new tasks, state instructions, and provide examples to illustrate ideas and concepts
• Avoid figurative language
• Reinforce lengthening periods of attention to appropriate tasks
• Probe skill acquisition frequently and provide repeated practice
• Teach compensatory strategies for increasing memory
• Be prepared for students' reduced stamina and increased fatigue and provide rest breaks as needed
• Keep the environment as distraction-free as possible
  
  

• Articulation disorders
  • Is a common condition when your child can’t make specific sounds. For example, they may always replace “r” with “w” or “th” with “s.”
• Fluency disorders. 
  • Involves trouble speaking in a fluid way. Where there is difficulty in timing and rhythms and repetitions of sounds. Common fluency disorders are stuttering and cluttering. Stuttering is characterized by repetitions or blocks in speech. Cluttering is characterized by very fast and contorted speech.
• Voice disorders 
  • Are problems with the quality or use of one's voice, such as loudness, pitch, and resonance due to issues with the larynx. 

• Phonological  Disorders
  • Difficulty in the sound production (quality and pitch) of words
•  Morphological Disorders
  • A disorder that affects morphological awareness.
• Semantic Disorders
  • Are characterized by poor vocabulary, inappropriate use of words, or word comprehension. 
• Syntactic Deficits 
  • Difficulty in putting words in order, especially where words have multiple meanings, and understanding rudimentary grammar rules.
• Pragmatic Difficulties
  • Difficulty in understanding and using language and/or words in various social contexts and norms, such as not making eye contact, understanding personal space, taking turns and etc. 

• Simple things like where a child sits in the classroom are important. They need to have easy access to the teacher in case the student needs any extra support. 
• The use of non-verbal communication cards if they need to ask a question or if they need some help. 
• Encourage them to take part in class discussions if they feel comfortable doing so. You can ask them questions that they can easily answer with communication cards or with hand gestures and facial expressions. If a child wants to talk, then be patient with them. Try not to correct any speech difficulties because this could knock their confidence and they may not want to attempt it again.
• Make sure all the other children listen to them and are patient with them too. If people talk over them or don’t listen, they may be discouraged to do it again and it can knock their confidence.
• You also need to make sure that they feel supported throughout the school day, and that you give positive reinforcement when they achieve something. Being positive, and giving them praise when they do well, will encourage them to continue learning.
• If there is a certain area that the child particularly struggles with, then help them with it and come up with a solution to make it easier for the child. Having a good support system will help the child to feel comfortable, and they will be more willing to ask for help when they need it.
• You can also be a good speech model for the child. Make sure you speak clearly and correctly to the class so that everybody can understand what you are saying. If a child has any questions, make sure you give the answer as clearly and concisely as you can.

• Making sure the child is in close proximity to you is very important, just as it is for a child with a speech impairment. This means the child can easily ask for help when they need it. 
• Children with language impairments may struggle to understand verbal communication, so use communication cards with them. 
• Make sure you work at the student's pace. They might not find learning as easy as other children do, but that’s OK. As long as the child works at their own pace and understands what they are learning, that’s good. But it’s also OK if they need extra help to understand what they are doing.
• Making sure you use clear, easy-to-understand language is very important too. If you speak too fast or in an unclear way, this can make it even more difficult for the child to understand what you are saying. If you speak in a calm, clear way, then they have a better chance of understanding what you are saying.
• Using visual cues can also be really helpful for a child with language impairment. It allows them to have a better understanding of what they are learning about. These don’t have to be complicated images or videos, as long as it is clear what the image is and how it relates to the topic they are learning, then it can be a good reinforcement for them.
• Teach positive communication and listening in the classroom. It is important that all children are patient and listen to what another person is saying when they are talking. This is particularly important for children with language impairment. If a child with a language impairment decides to give it a go, then making sure everyone is patient and listens to them is very important. If people talk over them or don’t listen, then they may be discouraged to do it again.
• Last but not least, always check with the child that they understand what they are doing and ask if they need any extra support. Some children may not feel comfortable asking for help themselves. So, making sure that you ask, when possible, is a great way for them to communicate any issues they may have.

1. Deficits in social-emotional reciprocity, ranging, for example, from abnormal social approach and failure of normal back-and-forth conversation; to reduced sharing of interests, emotions, or affect; to failure to initiate or respond to social interactions.
2. Deficits in nonverbal communicative behaviors used for social interaction, ranging, for example, from poorly integrated verbal and nonverbal communication; to abnormalities in eye contact and body language or deficits in understanding and use of gestures; to a total lack of facial expressions and nonverbal communication.
3. Deficits in developing, maintaining, and understanding relationships, ranging, for example, from difficulties adjusting behavior to suit various social contexts; to difficulties in  sharing imaginative play or in making friends; to absence of interest in peers.
   
   

1. Stereotyped or repetitive motor movements, use of objects, or speech (e.g., simple motor stereotypies, lining up toys or flipping objects, echolalia, idiosyncratic phrases).
2. Insistence on sameness, inflexible adherence to routines, or ritualized patterns or verbal nonverbal behavior (e.g., extreme distress at small changes, difficulties with transitions, rigid thinking patterns, greeting rituals, need to take same route or eat food every day).
3. Highly restricted, fixated interests that are abnormal in intensity or focus (e.g, strong attachment to or preoccupation with unusual objects, excessively circumscribed or perseverative interest).
4. Hyper- or hyporeactivity to sensory input or unusual interests in sensory aspects of the environment (e.g., apparent indifference to pain/temperature, adverse response to specific sounds or textures, excessive smelling or touching of objects, visual fascination with lights or movement).
   
   

• Concept skills
• Academic skills
• Auditory skills
• Sensory and motor skills
• Orientation and mobility skills
• Career and vocational skills
• Organizational and productivity skills
• Braille skills
• Recreation and leisure skills
• Assistive technology skills
• Social skills
• Independent daily living skills
• Utilization of low vision skills

• be based on current, unique student needs; lessen how a handicap affects access to the present curriculum;
• be precise about the accommodations' location, timing, recipients, and mode of delivery.
• include recent feedback from therapists, instructors, parents, and students;
• be based on the particular demands that exist right now in each subject area.

Deaf-blindness is a combination of sight and hearing loss that affects a person's ability to communicate, access information and get around. https://www.nhs.uk/conditions/deafblindness/

A deafblind person won't usually be totally deaf and totally blind, but both senses will be reduced enough to cause significant difficulties in everyday life. https://www.nhs.uk/conditions/deafblindness/

• Augmentative and alternative communication (AAC) devices - have large, textured icons with bright, colorful hues that enable students with visual impairments to better communicate.
• Musical light box - helps students with visual impairments strengthen their writing skills by providing a backlight for tracing.

• Assistive listening devices - magnifying a video or instructor’s voice or sound, which is then translated to a student’s hearing aid or cochlear implant, allowing them to follow along with lessons.
• Infrared systems - transmit audio signals to a magnetic field around a student’s head — produced by a receiver — which a hearing aid can tap into.
• Communicators - generate speech so students have an easier time interacting with their teachers and peers.

By using vocal recognition as a machine learning technique and Braille dictionary, ubitone translate the voice into an understandable form for deaf-blindness. The device has six rings with vibrators and It transmits 6-dot cells of Braille as vibration to six fingers. The app on a smartphone performs processing and communicates information by linking with the device via Bluetooth. The speech recognition engine and Braille dictionary are all completed in the application, so they can be used without problems in offline environments such as tunnels.