- Frequency modulation: FM is a tiny radio station with its own frequency. An FM system has two parts. One part is a microphone that the speaker wears, and the microphone sends a signal to a receiver. You wear the receiver on your ears or in your hearing aids. This lets the speaker's voice go directly to the hearing person. 

- Infrared systems: IS uses light waves to send sounds across a room. The system changes sounds into light and sends to a receiver. The receiver turns the light waves back into sound. The receiver can be in your hearing aid or wore alone. IS are often used at home with your TV. They are also used in big places are theaters. The system lets you hear the TV without turning the volume up too high.

-  One-to-One Communicator: This is used when you just want to hear one person. The person can speak into a microphone. The sound goes into the hearing aid or headset.

-  Rooms with carpets and couches will help them hear better since the sound is less likely to bounce around the room. 

- Text telephones: These type the message so you can read it

- Speech recognition programs: These change speech into text that you can read
- Devices that make phones louder
- Louder answering machines
- Loud doorbells
- Wake-up alarms. These can be a loud bell or a vibrating clock

Sources
https://www.asha.org/public/hearing/hearing-assistive-technology/

Low incidence 

-Picture board/Touch screen: This device uses pictures or symbols of typical items that make up a person’s daily life. For example, a person might touch the image of a glass to ask for a drink. Many picture boards can be customized and expanded based on a person’s age, education, occupation, and interests.

- Text display: Keyboards, touch screens, and sometimes a person’s limited speech may be used to communicate desired words. The display panel typically faces outward so that two people can exchange information while facing each other. Spelling and word prediction software can make it faster and easier to enter information.

- Speech generating device: This device go one step further by translating words or pictures into speech. Some models allow users to choose from several different voices, such as male or female, child or adult, and even some regional accents. Some devices employ a vocabulary of prerecorded words while others have an unlimited vocabulary, synthesizing speech as words are typed in. Software programs that convert personal computers into speaking devices are also available

- Text telephone: consists of a typewriter keyboard that displays typed conversations onto a readout panel or printed on paper. Callers will either type messages to each other over the system or, if a call recipient does not have a TTY machine, use the national toll-free telecommunications relay service at 711 to communicate.  Through the relay service, a communications assistant serves as a bridge between two callers, reading typed messages aloud to the person with hearing while transcribing what’s spoken into type for the person with hearing loss.

-        Captioned telephones 

-        Sign language

-        Picture communication board

-        Adapted books

Sources 
https://www.nidcd.nih.gov/health/assistive-devices-people-hearing-voice-speech-or-language-disorders

https://guides.library.illinois.edu/c.php?
g=613892&p=4265891

Low level

- On-screen keyboard with trackball for writing

- Talking calculator for math

- Environmental control unit for cooking activity

- Chemistry laboratory glassware modified with handles

-  Environmental arrangement modification: scheduled rest breaks, preferential seating, materials 

-  Instructional modification: study outlines, extra repetition, organization, extra set of books

-  Class participation modification: extra time to respond, alternate response mode, augmentative communication

-  Tests and Assignments modification: extended time, shorter test segments, alternate responding, computer use alternate input, alternate test format

- Others: assistance in moving chair up to desk, use of mechanical feeding device, assistance with toileting, assistance of mobility 

-  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)

Sources
https://files.eric.ed.gov/fulltext/EJ678650.pdf

Medium Incidence

 

 

Physical Delays

- Adaptive grips to make writing utensils, scissors and other tools easier to hold

- Manipulatives to strengthen the muscles in the hand and arm

- Sip and Puff Systems allow for the control of a computer, mobile device or other technological applications by the child using their mouth. 

 

Cognitive Delays

- Visual schedules help children who have trouble remembering things to make transitions independently.

- Object calendars are a similar tool for remembering the daily schedule

- Graphic organizers can help children organize their thoughts

- Audiobooks can assist students who are struggling to read

 

Communication Delays

- Echo microphones can be used to help promote speech and sound development

- Text to speech software allows students to type out what they want to say and the computer reads it out loud for them.

- Communication key chains can provide students a number of important phrases that allows children to communicate.

 

Social-Emotional Delays

- Social stories are a valuable tool to provide students examples of managing various situations. Books are a low tech example and Sandbox Learning is a high tech example that provides social stories.

- Safe zones or calming corners can be provided for when the child is feeling overwhelmed.

 

Depending on the kind of delay, choose strategies that address the needs of the individual.

 

Physical Development

- Plan physical activities when the student has the most energy

- Provide daily opportunities for hand-held tools and objects, such as clay, blocks, scissors, writing utensils, buttons, zippers and more.

- Use songs with fingerplays to develop fine motor skills.

Cognitive Development

 

- Allow students time to finish tasks and work at their own pace

- Breakdown tasks into smaller steps

- Demonstrate while giving verbal instructions

- Be consistent with classroom routines

- Repeat instructions and directions frequently

 

Communication Development (Speech and Language)

 

- Identify and establish communication systems for children who are non-verbal

- Develop a procedure for when the student needs to ask for help

- Allow student choice in the communication methods they may choose

 

Social-Emotional Development

 

- Provide opportunities for parallel play and interaction with others

- Value and acknowledge student’s efforts

- Model conflict resolution by remaining calm

- Provide reasons for rules and limits

- Develop empathy by imagining how others might feel from a kind of behavior

 

Adaptive Development

 

- Explicitly teach life skills

- Plan experiences that are relevant to the child’s world

- Teach and model best practices about safety

- Incorporate ways to practice self-help and and personal care in classroom centers

 

Sources

 

 

 

 

 

Medium Incidence

 

 

- Cognition tools assist people lacking thinking skills, attention and memory retention. Time management tools, graphic organizers, activity planners and reminders are some common examples.

 

Educational tools such as screen readers, voice recognition programs, text-to-speech software, graphic organizers, proof reading software provide ease of reading and writing for students.

 

Communication tools such as audiobooks and communication cards offer an alternative to speech and allow for communication in an augmentative way.

 

 

Accommodations

 

-Academic Accommodations: Adaptations to the curriculum and learning activities may be required to include the student in the classroom.

- Learning Environment: Some students with ID may have visual, hearing and/or physical disabilities as well. Seating plans, classroom arrangements, behavior expectations and classroom procedures may need to be adjusted.

- Consider adjusting communication style like getting their attention before speaking, being clear and specific, using visual instructions, and using “least-to-most” prompts

- Customize activities to their current level of understanding to increase engagement and promote success.

- Students may require extra repetition and practice

- Provide lots of opportunities for students to work with groups and allocate specific tasks. Peer learning, friendships and social skills are an important part of group work.

 
Sources

 

 

High Incidence

 

- Tools that assist with organization like notebooks and organizers help student with ADHD. Some students can be overwhelmed by large projects, so breaking things down into steps can be helpful.

- Text-to-speech technologies read and highlight words, assisting students to focus on the text while reading/listening.

- Writing assistance software such as speech-to-text where oral skills are stronger than written skills, or text prediction software can help build vocabulary and more easily express thoughts on the computer.

- Daily and weekly schedules help with organization.

- Fidget items like squeeze balls, velcro, silly putty, rubic's cubes and spinners help students with ADHD concentrate

- Chairs that swivel or wobble support students with ADHD to concentrate

 

 

- Teach these students specific strategies for organizing thoughts and materials.

- Simplify steps for more complex assignments.

- Allowing students to have fidget items at their desk or on the rug

Flexible working stations and allowing for movement can assist students with ADHD

- Allowing students extra time to shift from one activity to the next to get organized.

- Allow students extra time to finish assignments or tests.
- Organizational checklists help make sure students are accomplishing important tasks and making progress
- Highlighting important content can allow the student to digest essential materials.

Sources:

 

 

 

https://www.edutopia.org/discussion/17-ways-help-students-adhd-fidget

- Pencil grips: helps control handwriting, teaches how to hold a pencil, develop find motor skills
- Wheel chair: assist in mobility and create independence
- Screen magnifier: helps students focus on certain sections, if visually impaired it helps them see the material easier

Accommodations:
- Scheduling: give student more time, break up assignment over several days
- Setting: work in smaller groups, one-on-one with the teacher
- Materials: audio books/lessons, large print books, lesson notes
- Student response: allow student to give answers orally or through using their AT
- Instruction: using a tutor, reduce reading level

Sources

http://www.projectidealonline.org/v/multiple-disabilities/

https://www.parentcenterhub.org/accommodations/

https://swilsonassistivetechnology.weebly.com/multiple-disabilities.html