• lack of focus
• irritability
• language difficulty
• blurred vision
• short and long term memory issues
• slurred speech
• fine motor skill difficulty

1.  Additional Support from Teaching Assistants - We can utilize support staff in the classroom when helping assist learners with Traumatic Brain Injury. Support staff can assist by helping learners to maintain focus on tasks, providing breaks and opportunities to leave the classroom during periods of irritability, as well as provided support with dictation and transcription for learners experiencing issues with their vision.
2. Establishing ICT Support in the Classroom - there are plenty of ways in which we can use new technologies to learners with TBI. Learners can be encouraged to use recording devices to help record lessons, or ideas, in case they suffer from short/long term memory loss. Dictation apps and programs can be used to help people who may have issues with writing due to fine motor skill difficulties.
3. Targeted Interventions - schools can start a program of interventions for learners suffering from TBI. Due to the variability of people suffering from TBI, interventions can be organsied on a personalized level, as part of an IEP to help the learner develop in the areas in which they need the most assistance. 
4. A Positive Atmosphere - the learning environment can be crucial for learners with TBI. People can show a wide range of symptons, and can be impacted in such a variety of ways, that a postive atmosphere, and an established culture of developing a "growth mindset" could be hugely beneficial. If there is a "can do" culture in the classroom, it can help provide learners with the push they need on difficult days when they may be irritable, or feeling the symptoms of their TBI more that others.

1. Visual - a flashing light
2. Vibrotactile - a vibrating component
3. Auditory - increased amplification and use of lower frequency sounds

• The estimated number of children ever diagnosed with ADHD, according to a national 2016 parent survey,is 6.1 million (9.4%). This number includes:
  • 388,000 children aged 2–5 years
  • 2.4 million children aged 6–11 years
  • 3.3 million children aged 12–17 years
• Boys are more likely to be diagnosed with ADHD than girls (12.9% compared to 5.6%).

Center of Disease Control and Prevention, (n.d.), Data and Statistics About ADHD, Retrieved from  https://www.cdc.gov/ncbddd/adhd/data.html

• 62% were taking ADHD medication
  • Ages 2–5: 18%
  • Ages 6–11:  69%
  • Ages 12–17: 62%
• 47% received behavioral treatment
  • Ages 2–5: 60%
  • Ages 6–11:  51%
  • Ages 12–17: 42%

• parent training
• medication
• skills training
• counseling
• behavioral therapy
• educational supports
• education regarding ADHD

• number sense,
• arithmetic memorization,
• accurate and fluent calculation, and
• accurate math reasoning.

• Type 1 (Developmental dyscalculia): "students exhibit a marked discrepancy between their developmental level and general mathematical cognitive ability"
• Type 2 (dyscalculia): "students exhibit a complete inability to manage mathematical concepts and numbers" 

• encourage students to "self-talk" through solving problems
• separate number problems and word problems
• provide students a list of the formulas to see and reference
• connect math to real life using concrete examples
• use graphic organizers and other visual aids to help students visualize the work
• make sure to check in frequently with the student
• create math games or lead them to math game websites for students to guide their own learning
• make math as interactive as possible

Morin, A. (2019) Classroom accommodations for dyscalculia. Understood. Retrieved from https://www.understood.org/articles/en/at-a-glance-classroom-accommodations-for-dyscalculia)

• Sign language interpretation
• Transliteration
• Tactile interpretation
• Oral transliteration
• Cued Speech Transliteration

• Frequency Modulation (FM)/Digital Modulation (DM)
• Infrared
• Induction loops.

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

• delays in the development of speech and language
• delay in the development of receptive and expressive communication skills
• social isolation and poor self-concept

1. Accessible telephones/videophones 
2. Visual alert systems 
3. cochlear implants 
4. FM systems
5. An amplifier
6. A thin loop of wire that encircles a room or branches out beneath carpeting
7. A receiver worn in the ears or as a headset
8. Adaptations in lessons with more visual aids 

Quick Statistics About Hearing, Retrieved from https://www.nidcd.nih.gov/health/statistics/quick-statistics-hearing

• Braille translation software
• Braille printer
• Screen reader
• Screen enlargement software
• Refreshable Braille display 

• Braille notetakers
• Optical character reader
• Electronic braillewriter

• Telecommunication device for the deaf (TDD)

• uncorrected refractive errors
• cataract
• age-related macular degeneration
• glaucoma
• diabetic retinopathy
• corneal opacity
• trachoma

• Low vision – students use their vision as their primary sensory channel 
• Functionally blind – students can use limited vision for functional tasks but need their tactile and auditory channels for learning 
• Totally blind – students use tactile and auditory channels for learning and functional tasks 

• Congenital – occurs during fetal development, at birth or immediately following birth; visual impairment is present before visual memory has been established 
• Adventitious – occurs after having normal vision either through a hereditary condition or trauma; visual memory may remain.

• Genetic and Chromosomal Conditions 
  • Fragile X syndrome
  • Down Syndrome
• Developmental delay
• Fetal Alcohol S

•  Learning new words, 
• Delayed initial speech
• Difficulty with rhyming words 
• Confusing letters for each other
• Poor reading fluency
• Grammar issues
• Poor reading structure 
• Lack of phonemic awareness
• Avoidance of reading aloud
• Difficulty copying words from a secondary source

1. Phonological Dyslexia: is the most common type of dyslexia. Individuals with phonological dyslexia struggle to decode or sound out words.
2. Rapid Naming Dyslexia: This type of dyslexia may be linked to reading speed and processing speed for reading. Individuals with rapid naming dyslexia can say the names of the colors, numbers, and letters, but it often takes them much longer to come up with the correct word.
3. Double Deficit Dyslexia: These two aspects often include naming speed and identifying the sounds in words. This type of dyslexia is a combination of rapid naming and phonology.
4. Surface Dyslexia: Individuals with surface dyslexia can sound out new words, but fail to recognize familiar words by sight. Experts believe that the brain fails to recognize what a word looks like in order to process the word quickly.
5. Visual Dyslexia: this type affects the ability to learn how to spell or form letters because both processes require the brain to remember the correct letter sequence or shape, impacting the learning process.
6. Primary Dyslexia: This type is genetically inherited.A child whose parents have dyslexia increases the chance that they will also have dyslexia. 
7. Secondary Dyslexia: When brain development issues occur in the womb, causing a neurological impairment may result in dyslexia. 
8. Acquired Dyslexia: This type of dyslexia is also known as trauma dyslexia because it happens when an injury or disease affects the brain’s centers responsible for language processing.

• Text to Speech: this technology allows dyslexic students to listen to words while scanning the text or visualizing the narrative. This technology helps improve reading speed and comprehension and develop visualization skills. There is a variety of these resources available such as voice typing, Natural readers, Raz-kids, and Read out loud.

• Speech to Text: Speech to text software takes the spoken word and translates it into text. Individuals with dyslexia can speak into a microphone and their words appear on the screen. With this app spelling is no longer a barrier to writing, however, users have to learn to speak their punctuation, or “new paragraph” as needed. Some of these apps Co-writer Universal, TalkTyper, and Dragon Naturally Speaking

• Audio Recorders: writing or taking notes can be a challenge for dyslexic students, this technology can be very useful. An audio recorder can record class content, so information can be reviewed later. This enables individuals with dyslexia to focus on the content instead of writing and spelling.NoteTalker, Audio Notetaker, and Smartpen are types of audio recorders to use.

• Timers and Metronomes such as Standard Metronome, Drum Beat Metronome, and Stopwatch and timer are good tools to use with students who struggle with attention and stamina. Timers and metronomes can help students focus and provide motivation.

 Li F. Greif J, Ronald C. Kessler Alan M. (2010) Estimating prevalence of serious emotional disturbance in schools using a brief screening scale