Moreland University Cohort 2: Activity 2: Assistive Technologies for Intervention by Grant Chun https://padlet.com/grantchun/morelandunivcohort2 A mind map with the 13 IDEA disability categories with incidence, assistive technologies and other accommodations for each category. en-us 2021-10-02 13:34:56 UTC 2023-05-04 23:05:41 UTC hello@padlet.com Copy of the 13 IDEA topics toddberman1 https://padlet.com/grantchun/morelandunivcohort2/wish/1785997422 2021-10-02 14:48:45 UTC https://padlet.com/grantchun/morelandunivcohort2/wish/1785997422 Emotional Disturbances by Sheneve Campbell https://padlet.com/grantchun/morelandunivcohort2/wish/1787391673 According to the IDEA, Emotional disturbances speak to a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child’s educational performance:

(A) An inability to learn that cannot be explained by intellectual, sensory, or health factors.

(B) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers.

(C) Inappropriate types of behavior or feelings under normal circumstances.

(D) A general pervasive mood of unhappiness or depression.

(E) A tendency to develop physical symptoms or fears associated with personal or school problems.”

As defined by IDEA, emotional disturbance includes schizophrenia but does not apply to children who are socially maladjusted, unless it is determined that they have an emotional disturbance.


]]> 2021-10-03 14:37:39 UTC https://padlet.com/grantchun/morelandunivcohort2/wish/1787391673 Speech or Language Impairment grantchun https://padlet.com/grantchun/morelandunivcohort2/wish/1788038503 IDEA has identified a speech or a language impairment as a communication disorder, like stuttering, impaired articulation, a language impairment, or a voice impairment, that negatively impacts the educational performance of a child.]]> 2021-10-03 22:25:14 UTC https://padlet.com/grantchun/morelandunivcohort2/wish/1788038503 Augmentative and Alternative Communication (AAC) Devices grantchun https://padlet.com/grantchun/morelandunivcohort2/wish/1788052184
Enhance communication between teachers and students.]]> 2021-10-03 22:39:26 UTC https://padlet.com/grantchun/morelandunivcohort2/wish/1788052184 How Fairfax County Public Schools Use AAC grantchun https://padlet.com/grantchun/morelandunivcohort2/wish/1788058845 2021-10-03 22:45:58 UTC https://padlet.com/grantchun/morelandunivcohort2/wish/1788058845 Speech Wizard grantchun https://padlet.com/grantchun/morelandunivcohort2/wish/1788062855 2021-10-03 22:50:09 UTC https://padlet.com/grantchun/morelandunivcohort2/wish/1788062855 Text-to-Speech Software grantchun https://padlet.com/grantchun/morelandunivcohort2/wish/1788067616 2021-10-03 22:54:58 UTC https://padlet.com/grantchun/morelandunivcohort2/wish/1788067616 How Does Text-to-Software Work? grantchun https://padlet.com/grantchun/morelandunivcohort2/wish/1788070034 It types out what students want to say and lets the computer read it to the class instead of the students.]]> 2021-10-03 22:57:26 UTC https://padlet.com/grantchun/morelandunivcohort2/wish/1788070034 Why Use Text-to-Speech Software? grantchun https://padlet.com/grantchun/morelandunivcohort2/wish/1788071768 It makes students feel comfortable when giving a class presentation.
It reduces awkwardness and embarrassment.]]> 2021-10-03 22:59:13 UTC https://padlet.com/grantchun/morelandunivcohort2/wish/1788071768 Why Use Speech Wizard? grantchun https://padlet.com/grantchun/morelandunivcohort2/wish/1788072756 To help students practice their sounds, phrases, and sentences

]]> 2021-10-03 23:00:16 UTC https://padlet.com/grantchun/morelandunivcohort2/wish/1788072756 Please Answer the Following Question: Would you consider speech or language impairment as being “High-Incidence” or “Low-Incidence?” grantchun https://padlet.com/grantchun/morelandunivcohort2/wish/1788077849 I believe it is “High-Incidence” because it is difficult to distinguish speech or language impairment from students without disabilities, particularly outside the classroom. Also. a mixture of problems: academic, social, and behavioral could be shown.]]> 2021-10-03 23:05:36 UTC https://padlet.com/grantchun/morelandunivcohort2/wish/1788077849 References grantchun https://padlet.com/grantchun/morelandunivcohort2/wish/1788124787 AssistiveWare. (2012, June 19). Text to Speech, how does it     
           work? [Video]. YouTube. https://youtu.be/M2oVchJIC2o

Crouch, A. (2014, March 3). Speech or language impairment                    
      assistive technology. prezi.com. Retrieved October 3,   
      2021, from https://prezi.com/oyyzlhls8o2u/speech-or-  
      language-impairment-assistive-technology/. 

Fairfax Network - Fairfax County Public Schools. (2019, June
     5). Augmentative and Alternative Communication (AAC ) 
     Devices [Video]. YouTube. https://youtu.be/qB2Fk0KdUuo

Friend, M. P., & Bursuck, W. D. (2012). Including students   
      with special needs: A practical guide for classroom 
       teachers (6th  ed.). Upper Saddle River, NJ: Pearson.

Illinois Library. (2021, August 19). Illinois University Library. 
       Retrieved from https://guides.library.illinois.edu/c.php?  
        g=613892&p=4265891


Lynch, M. (2018, May 19). Assistive Technology to Help
     Students with Articulation Disorder Succeed Academically.
     The Tech Edvocate. Retrieved from
     https://www.thetechedvocate.org/assistive-technology-
      to-help-students-with-articulation-disorder-succeed-
  academically/

Rayburn, J. (2018). Common Speech and Language IEP 
     Accomodations. The Speech Room News. Retrieved 
     October 4, 2021 from https://thespeechroomnews.com/wp-
     content/uploads/2018/04/IEP-Accomodations.pdf

The Speech Wizard. (2015, September 19). Articulation With 
     The Speech Wizard Demo 1 [Video]. YouTube. 
     https://youtu.be/Sq_NGbNNBgE

]]> 2021-10-03 23:53:45 UTC https://padlet.com/grantchun/morelandunivcohort2/wish/1788124787 Accomodations for Speech or Language Impairments grantchun https://padlet.com/grantchun/morelandunivcohort2/wish/1788352594 2021-10-04 02:34:15 UTC https://padlet.com/grantchun/morelandunivcohort2/wish/1788352594 Articulation grantchun https://padlet.com/grantchun/morelandunivcohort2/wish/1788356740 -Allow for longer oral response times
-Model good speech production in the class
-Preferential seating next to a peer with good speech production ]]> 2021-10-04 02:37:01 UTC https://padlet.com/grantchun/morelandunivcohort2/wish/1788356740 Language grantchun https://padlet.com/grantchun/morelandunivcohort2/wish/1788360602 -Shorten and change oral directions
-Show visuals to explain new concepts
-Provide written directions in place of verbal ones]]> 2021-10-04 02:39:28 UTC https://padlet.com/grantchun/morelandunivcohort2/wish/1788360602 Multiple Disabilities https://padlet.com/grantchun/morelandunivcohort2/wish/1789002396 Multiple Disabilities
 
Multiple disabilities means concomitant impairments (such as mental retardation blindness, mental retardation-orthopedic impairment, etc.), the combination of which causes such severe educational needs that they cannot be accommodated in special education programs solely for one of the impairments. The term does not include deaf blindness. Authority: 20 U.S.C. 1401(3)(A) and (B); 1401(26) 
 
1% of School Population: Low Incidence
 
 
·      Early signs for ages 3-5 are seen as simultaneous deficits in the following areas
o   Intellectual functioning
o   Adaptive skills
o   Motor skill
o   Sensory Functioning
o   Communication skills
·      School has to use multiple initiatives and services to accomplish lasting and supported outcomes for student learning
o   Physical therapy
o   Occupational therapy
o   Speech and language therapy
o   Augmentative & alternative communication methods (AAC)
·      Assistive Technology
o   AT devices can be used only when indicated in the student’s IEP
·      wheelchairs, scooters, elevators
·      word processor with word prediction
·      alternate keyboards, speech to text
·      audiobooks, braille signs, interpreters, hearing aids
·      devices that can help with movement and physical positioning in the classroom
·      Accommodations
o   Priority seating in the classroom
o   Adjustable tables and chairs that can support the student physically
o   Students with multiple disabilities may likely have an aid that is with them throughout the day
o   Provide a range of strategies and experiences in learning activities
o   Close communication with family members to best problem solve
o   Provide consistency in structures, materials, and vocabulary
 
 
 
 
 
]]> 2021-10-04 09:08:10 UTC https://padlet.com/grantchun/morelandunivcohort2/wish/1789002396 Bushra Mourad /Technology as a support tool for students with Autism bmourad1 https://padlet.com/grantchun/morelandunivcohort2/wish/1789192878 2021-10-04 10:51:13 UTC https://padlet.com/grantchun/morelandunivcohort2/wish/1789192878 Bushra/In 2020, the CDC reported that approximately 1 in 54 children in the U.S. is diagnosed with an autism spectrum disorder (ASD), according to 2016 data. 1 in 34 boys identified with autism 1 in 144 girls identified with autism(Autism statistics and facts. (n.d.). Autism Speaks. https://www.autismspeaks.org/autism-statistics-asd) bmourad1 https://padlet.com/grantchun/morelandunivcohort2/wish/1789248705 2021-10-04 11:23:14 UTC https://padlet.com/grantchun/morelandunivcohort2/wish/1789248705 Bushra/What is Autism bmourad1 https://padlet.com/grantchun/morelandunivcohort2/wish/1789338966 2021-10-04 12:07:34 UTC https://padlet.com/grantchun/morelandunivcohort2/wish/1789338966 Specific Learning Disability toddberman1 https://padlet.com/grantchun/morelandunivcohort2/wish/1791274562 Specific learning disabilities means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.
 
80% of all students with disabilities. As you can imagine - the incidence is high. This represents more than 1 in 10 in a classroom setting in aggregate. 
 
Assistive Technology is a help for students as is the teacher making sure that students don’t feel different - that they are treated the same as all students in the general education population.
 
Examples: Text-to-speech, Speech-to-text, Word Prediction
Graphic Organizers, Pentop computers, Calculators and math software
 
Pros: Some students acclimate immediately to assistive technology. Helpful to 60% of students.
 
Cons: Lack of common vision, limited training, access to support services, insufficient funding, and lack of teacher time are commonly cited problems in regards to the implementation of assistive technology
 
Inclusion strategies that can benefit any student:

  • Motivation - motivated students learn more effectively.
  • Classroom management - basic classroom management options may be the best fit for all students, with and without disabilities.
  • Classroom arrangement.
  • Alternative assessments
  • Differentiate instruction


References:
 
“Low and High Incidence Disabilities.” Assistive Technology Resource GENIE, https://assistedtechnology.weebly.com/uploads/3/4/1/9/3419723/fctd-techvoices-mar11.pdf

“UDL Guidelines.” UDL Center Org, https://udlguidelines.cast.org/. 

Hebrudes, John. “Low and High Incidence Disabilities.” Inclusion Resource Notebook, 2020, https://sites.google.com/site/inclusionresourcenotebook/inclusion-strategies. 
 

 


]]> 2021-10-05 01:09:52 UTC https://padlet.com/grantchun/morelandunivcohort2/wish/1791274562 Intellectual Disability anaselbouni https://padlet.com/grantchun/morelandunivcohort2/wish/1791540337 In Simple words: Students find it challenging to cope with normal daily tasks at home and also at school. In terms of thinking, learning, and problem-solving. Based on research, it could be diagnosed most of the time in early childhood. 
In other words: It is characterized by significant limitations both in intellectual functioning (reasoning, learning, problem-solving) and in adaptive behavior, which covers a range of everyday social and practical skills. This disability originates before the age of 18. 

Sources:
https://www.frontiersin.org/files/Articles/247480/fpubh-05-00010-HTML/image_m/fpubh-05-00010-g001.jpg


]]> 2021-10-05 02:52:13 UTC https://padlet.com/grantchun/morelandunivcohort2/wish/1791540337 Assistive technology for intellectual disability anaselbouni https://padlet.com/grantchun/morelandunivcohort2/wish/1791643903
  • voice amplification systems, to speak loudly enough to be heard.
  • stuttering aids, to improve speech fluency.
  • communication boards, to support an interaction around an activity.
  • speech output software,  to converts language text into spoken synthetic speech. 
  • symbol-making software, to create a variety of symbol materials and visual supports inside and outside the classroom. 

    • Sources: 
    https://www.slideshare.net/nrcpara/assistive-technology-to-support-students-with-autism-and-intellectual-disability-what-ever

    https://elearningindustry.com/use-of-technology-in-special-education


    ]]>     2021-10-05 03:32:46 UTC https://padlet.com/grantchun/morelandunivcohort2/wish/1791643903     Visual Impairment zecalacperc https://padlet.com/grantchun/morelandunivcohort2/wish/1791675592 The IDEA defines visual impairment as “an impairment in vision that, even with correction, adversely affects a child’s educational performance.”  Still according to the IDEA, visual impairment “includes both partial sight and blindness.”

    Incidence: Low]]>     2021-10-05 03:45:50 UTC https://padlet.com/grantchun/morelandunivcohort2/wish/1791675592     Strategies in class anaselbouni https://padlet.com/grantchun/morelandunivcohort2/wish/1791688592 -breaking down each learning task into small, easy-to-digest steps can be invaluable.
    Chunking the lesson into small parts.
    -Creating Concrete experiences in class based on the students background surroundings.
     Incorporate more physical learning experiences.
    -Creating content full of imagery and attractive visuals, to maintain a long focus in class and motivate the students.
    Provide visual stimulus.
    -    Using music alongside concepts or lessons can help them retain information and offer greater engagement of the subject at hand.
    Provide Sensory stimulus.


    Sources: 
    https://classful.com/students-with-an-intellectual-disability/.
    https://ldaamerica.org/info/successful-strategies-for-teaching-students-with-learning-disabilities/]]>     2021-10-05 03:51:27 UTC https://padlet.com/grantchun/morelandunivcohort2/wish/1791688592     Assessment for technology zecalacperc https://padlet.com/grantchun/morelandunivcohort2/wish/1791703320
  • A team of stakeholders assesses the specific needs of the student depending on their visual and cognitive characteristics;
  • Assistive aids are determined;
  • Effectivity of the aids is continuously reviewed in response to the student's development.

    Note: We all know there are assisting devices, such as canes and guide dogs, which represent significant support for the visually impaired in general. However, I will be focusing on education-related assistive technologies.
    • ]]>     2021-10-05 03:58:15 UTC https://padlet.com/grantchun/morelandunivcohort2/wish/1791703320     Low tech assistive technologies zecalacperc https://padlet.com/grantchun/morelandunivcohort2/wish/1791707644
  • Large print materials;
  • Book stands and slant boards  
  • Large font markers;
  • Nite writer pens with built-in lights;
  • Thick-line and raised-line papers;
  • Study lamps with variable intensity
  • Colored transparency over text;
  • Full page writing guides placed over paper;
  • Light Box (made with a string of lights placed inside of a transparent container);
  • Handheld magnifiers.

    • ]]>     2021-10-05 04:00:24 UTC https://padlet.com/grantchun/morelandunivcohort2/wish/1791707644     Higher tech assistive technologies zecalacperc https://padlet.com/grantchun/morelandunivcohort2/wish/1791716702
  • Video magnifiers (CCTVs) (https://www.afb.org/blindness-and-low-vision/using-technology/assistive-technology-products/video-magnifiers);
  • Electronic Telescopes;
  • Computer Magnification (https://www.zoomtext.com/)
  • High-contrast themes (for distance learning institutions, for instance).

    • ]]>     2021-10-05 04:05:03 UTC https://padlet.com/grantchun/morelandunivcohort2/wish/1791716702     Low tech assistive technologies for blindness and/or tactual learners zecalacperc https://padlet.com/grantchun/morelandunivcohort2/wish/1791731966
  • Abacus; (https://www.mastermindabacus.com/blog_detail/249/abacus-for-the-blind)
  • Braille Compass, watches, typewriters (https://brailler.perkins.org/pages/perkins-brailler)
  • Slate and stylus (to produce braille)

    • ]]>     2021-10-05 04:12:55 UTC https://padlet.com/grantchun/morelandunivcohort2/wish/1791731966     Higher tech assistive technologies for blindness and/or tactual learners zecalacperc https://padlet.com/grantchun/morelandunivcohort2/wish/1791766360 Auditory-based Technologies:

    Tactile-based technologies:
    ]]>     2021-10-05 04:29:22 UTC https://padlet.com/grantchun/morelandunivcohort2/wish/1791766360     References zecalacperc https://padlet.com/grantchun/morelandunivcohort2/wish/1791772459 Dikusar, A. (2018, September 13). Assistive technologies for students with visual impairment. XB Software. (2021, April 28). Retrieved October 5, 2021, from https://xbsoftware.com/blog/assistive-technologies-for-students-with-visual-impairment/. 

    Ellsworth, A. G. (no date) Assistive Technology for Students with Visual Impairments. Retrieved October 5, 2021, from https://study.com/academy/lesson/assistive-technology-for-students-with-visual-impairments.html.

    Sec. 300.8 (C). Individuals with Disabilities Education Act. (2018, May 25). Retrieved October 5, 2021, from https://sites.ed.gov/idea/regs/b/a/300.8/c.

    Types of assistive technology. Teaching Students with Visual Impairments. (n.d.). Retrieved October 5, 2021, from https://www.teachingvisuallyimpaired.com/vi-assistive-technology.html.

    Types of assistive technology for students with visual impairments. BrightHub Education. (2010, June 18). Retrieved October 5, 2021, from https://www.brighthubeducation.com/special-ed-visual-impairments/74539-assistive-technology-for-students-with-visual-impairments.

    Using technology. The American Foundation for the Blind. (n.d.). Retrieved October 5, 2021, from https://www.afb.org/blindness-and-low-vision/using-technology.

    Visual impairments - school of education. (n.d.). Retrieved October 5, 2021, from https://www.education.udel.edu/wp-content/uploads/2013/01/VisualImpairments.pdf.

    Willings, C. (2017, November 4). Early intervention program for students who are blind or visually impaired. Teaching Students with Visual Impairments. (n.d.). Retrieved October 5, 2021, from https://www.teachingvisuallyimpaired.com/early-intervention-services.html. 
    ]]>     2021-10-05 04:32:15 UTC https://padlet.com/grantchun/morelandunivcohort2/wish/1791772459     Other interventions zecalacperc https://padlet.com/grantchun/morelandunivcohort2/wish/1791923956 From Teaching Visually Impaired.com (see reference note):
    • Provide a variety of experiences, including tactile and auditory
    • Use tactually interesting materials
    • Talk to the child about what is happening
    • Reduce auditory distractions
    • Create consistent routines
    • Encourage moving and independence

    From the University of Delaware School of Education (see reference note):
    The physical environment of the classroom
    • Allow the student to move to the place where they can see and/or hear best.
    • Be aware of the lighting, more or less may be necessary.
    • Do not teach in front of a window, glare can be a problem.
    • Re-orient the student whenever physical changes are made. A formal reorientation coupled with a brief informal orientation (including exploration and
      question and answer time) will help.
    • Keep all doors completely opened or closed.
    • Provide enough space for the student’s adaptive equipment.
    Orientation prior to the start of everyday school activities
    • Establish where important items are located in the classroom. This should include
      the student’s desk, closets, wastebaskets, doorway, etc.
    • Orient the student to the general building. Be conscious of overwhelming the individual. Some less necessary locations can be learned at a later time.
    • Be aware of any mobility guidance (cane, dog, guide, electronic) and protective
      movement techniques.
    Teaching strategies and practices.
    • Allow hands-on learning whenever possible.
    • Start teaching on a concrete level and move to the abstract.
    • Allow time and a half to complete assignments.
    • Alternate visual learning, auditory learning, and motor activities to prevent
      fatigue.
    • When writing on the chalkboard be sure to verbalize the work being presented.
    • Be specific when giving directions.
    • Keep rules the same for everyone.
    • Be prepared to alter test procedures.
    • Lightly touch the student’s hand when giving them an object.
    • Be sure to give direct feedback; nonverbal cues may not be noticeable.
    • Provide word and concept meanings. Concepts are harder for individuals with visual impairment.
    • Keep noise level low.
    • Educate the other students, especially regarding safety issues.
    • Call the individual by name.
    • Encourage independence in your actions.
    • Explain transitions before they occur.
    • Do not underestimate the child’s capabilities!


    ]]>     2021-10-05 05:46:26 UTC https://padlet.com/grantchun/morelandunivcohort2/wish/1791923956     Bushra/ more teaching interventions bmourad1 https://padlet.com/grantchun/morelandunivcohort2/wish/1792307065 Visual schedules:Songs and visual schedules for transitions will increase independence and student will require less prompting.
    Visual engagement:Providing books during read aloud to follow along with the teacher, as it is difficult for them to remain focused only through listening.
    Maintaining academic group focus:Providing small individual replica of information that is shared on a board, to focus with no distractions.
    Identifying and highlighting saliant information or using props that can be removed and brought to close proximity to the student.]]>     2021-10-05 08:43:35 UTC https://padlet.com/grantchun/morelandunivcohort2/wish/1792307065     Other Health Impairment tomemery https://padlet.com/grantchun/morelandunivcohort2/wish/1792323067 This refers to children with limited strength, alertness and vitality as a result of a chronic or acute medical condition. Children with Other Health Impairments have a heightened response to environmental stimuli, negatively affecting their alertness in the classroom. These health conditions negatively affect a child's performance at school. Examples include: ADHD (Attention Deficit Hyperactivity Discorder). epilepsy, heart conditions, or Tourette syndrome. 

    It is a high incidence disability as it is often difficult to distinguish between those with or without health impairments. It can be a mixture of social, behavioural and academic issues. Students with Other Health Impairments can often reach the same levels of achievement as students without adverse health conditions. ]]>     2021-10-05 08:50:30 UTC https://padlet.com/grantchun/morelandunivcohort2/wish/1792323067     Other Health Impairment: ADHD / Tourette Syndrome tomemery https://padlet.com/grantchun/morelandunivcohort2/wish/1792345996 Assistive Technology Examples:

    AUDIO BOOKS: These are useful if a child has trouble concentrating on reading tasks. If the child finds it difficult to sit still, the child is also able to move around while listening to the story. 

    TEXT TO SPEECH: These programs enable a student to turn text on a screen into something they can listen to. This can enhance a child's vocabulary, improve listening and concentration skills, while increasing levels of engagement.

    PORTABLE WORD PROCESSORS: For students that struggle to write, software with text prediction can be a huge help to these students, making writing tasks more accessible and easier to complete.



    ]]>     2021-10-05 09:00:54 UTC https://padlet.com/grantchun/morelandunivcohort2/wish/1792345996     Other Health Impairment: Epilepsy / Heart Conditions tomemery https://padlet.com/grantchun/morelandunivcohort2/wish/1792362725 SEIZURE AND FALLS DETECTOR:

    Including wearable devices and smart watches - these can send alerts to family, friends or teachers as soon as a seizure is detected. 

    Wearable devices can also detect changes in heart rate, breathing, and sounds connected to identified medical issues.]]>     2021-10-05 09:09:24 UTC https://padlet.com/grantchun/morelandunivcohort2/wish/1792362725     Non-Tech Assistive Technology tomemery https://padlet.com/grantchun/morelandunivcohort2/wish/1792388201 For students with less strength as a result of Other Health Impairment:

    PENCIL GRIPS: For students with poor strength or fine motor skills, these can assist in writing.

    SPECIAL SEATING: Students with less body strength than peers can be give special seating to help them sit or position themselves comfortably in the learning environment. Students that struggle to sit still can be given work stations at which they can stand.

    For students that struggle with concentration:
    GRAPHIC ORGANIZERS: Printed organizers to help students that struggle with concentration (e.g. ADHD students) organize work and daily routines. (Note: Printed/visual aids can also be used for children as reminders to take medication)

    SQUISHY BALLS / FIDGETS: These can be used for a child who needs extra movement (ADHD) to move their feet using a fidget, or a squishy ball to hold in their hand. This can be a great help with focus.]]>     2021-10-05 09:21:54 UTC https://padlet.com/grantchun/morelandunivcohort2/wish/1792388201     Bushra/interventions for social skills bmourad1 https://padlet.com/grantchun/morelandunivcohort2/wish/1792521007 Encouraging choice making especially during free play time. Students tend to learn better if they choose the materials they need to learn a skill or a concept.
    Responding to questions: Teaching responding to questions in a group session, allows the students to model by watching how others respond. Asking a question after giving the information directly is also very helpful.
    Facilitating peer interaction: find a skill the student is good at, such as big floor puzzles, friends can join, ask what is next, and socialize.]]>     2021-10-05 10:28:24 UTC https://padlet.com/grantchun/morelandunivcohort2/wish/1792521007     Epilepsy Smart Watch tomemery https://padlet.com/grantchun/morelandunivcohort2/wish/1792552498 2021-10-05 10:45:04 UTC https://padlet.com/grantchun/morelandunivcohort2/wish/1792552498 Text to Speech in the Classroom tomemery https://padlet.com/grantchun/morelandunivcohort2/wish/1792568845 2021-10-05 10:53:36 UTC https://padlet.com/grantchun/morelandunivcohort2/wish/1792568845 References: tomemery https://padlet.com/grantchun/morelandunivcohort2/wish/1792625618 Sec.300.8 (c) Definitions of Disability Terms. (2018, May 25). Individuals with Disabilities Education Act. https://sites.ed.gov/idea/regs/b/a/300.8/c

    Guidance for Determining Eligibility for Special Education Students with Other Health Impairment. (Revised 2020, August). Colorado Department of Education. https://www.cde.state.co.us/cdesped/guidance_determiningeligibility_sped_students_ohi

    Epilepsy Queensland. What devices are available to assist with epilepsy? (Retrieved October 4, 2021) from https://www.epilepsyqueensland.com.au/news/what-devices-are-available-to-assist-with-epilepsy


    Edmonton Regional Learning Consortium. (2017, October 25). 

    Text-to-Speech in the Classroom. [Video]. https://www.youtube.com/watch?v=gwxyvsQa5RU


    CBS 4 News Rio Grande Valley. (2017, November 30) Epilepsy Smart Watch. [Video] https://www.youtube.com/watch?v=wccxshQkr2o
    https://www.youtube.com/watch?v=wccxshQkr2o
    ]]>     2021-10-05 11:22:49 UTC https://padlet.com/grantchun/morelandunivcohort2/wish/1792625618     Deaf-Blindness seanbradley4 https://padlet.com/grantchun/morelandunivcohort2/wish/1792716391 Deaf-Blindness when a student is both deaf, unable to hear, and blind unable to see. This is considered a low incidence disability because it does not affect that many people in the world. Deaf-Blindness is also very apparent. Hellen Keller is a famous example of a person who suffered from Deaf-Blindness, but was able accomplish many things. 

    Citation:
    Low and high incidence disabilities. Assistive Technology Resource GENIE. (n.d.). Retrieved October 5, 2021, from https://assistivetechnologyresourcegenie.weebly.com/low-and-high-incidence-disabilities.html. ]]>     2021-10-05 12:03:38 UTC https://padlet.com/grantchun/morelandunivcohort2/wish/1792716391     Adaptive Technologies seanbradley4 https://padlet.com/grantchun/morelandunivcohort2/wish/1792725209 Braille is the most common piece of adaptive technology for deaf-blind students. Although it has been in use for over 100 years, it is still one of the best ways to help students who suffer from deaf-blindness. 

    Citation: 
    Understanding Assistive Technology: How do deaf-blind people use technology? Level Access. (2021, January 31). Retrieved October 5, 2021, from https://www.levelaccess.com/understanding-assistive-technology-how-do-deaf-blind-people-use-technology/. ]]>     2021-10-05 12:07:07 UTC https://padlet.com/grantchun/morelandunivcohort2/wish/1792725209     Accommodations in Class seanbradley4 https://padlet.com/grantchun/morelandunivcohort2/wish/1792746205 Deaf-Blind students will have a hard time in a mainstream classroom because of their disability, but they could potentially be incorporated in some activities. The use of a paraprofessional is key for any sort of accommodations. ]]> 2021-10-05 12:15:03 UTC https://padlet.com/grantchun/morelandunivcohort2/wish/1792746205 Strategies for Specific Learning Disabilities toddberman1 https://padlet.com/grantchun/morelandunivcohort2/wish/1792912334
  • break learning into small steps;
  • administer probes;
  • supply regular, quality feedback;
  • use diagrams, graphics and pictures to augment what they say in words;
  • provide ample independent, well-designed intensive practice;
  • model instructional practices that they want students to follow;
  • provide prompts of strategies to use; and
  • engage students in process type questions like “How is the strategy working? Where else might you apply it?”
  • Successful strategies for teaching students with learning disabilities. Learning Disabilities Association of America. (n.d.). Retrieved October 5, 2021, from https://ldaamerica.org/info/successful-strategies-for-teaching-students-with-learning-disabilities/. 

    • ]]>     2021-10-05 13:05:30 UTC https://padlet.com/grantchun/morelandunivcohort2/wish/1792912334     Sharwana/Deafness https://padlet.com/grantchun/morelandunivcohort2/wish/1793401405 Please click on the image for details.]]> 2021-10-05 15:02:37 UTC https://padlet.com/grantchun/morelandunivcohort2/wish/1793401405 Sharwana/Deafness https://padlet.com/grantchun/morelandunivcohort2/wish/1793506220 National Association of Deaf (NAD)

    The National Association of Deaf (NAD)  is a non-profit organisation that works to protect and promote the civil,  human and linguistic rights of deaf and hard of hearing people. 

    A Brief History:
    NAD was founded  in 1880 by deaf leaders who believed their community had the right to use sign language to congregate on issues important to them and have their interests represented at the national level.

    ]]>     2021-10-05 15:30:21 UTC https://padlet.com/grantchun/morelandunivcohort2/wish/1793506220     Bushra interventions: Physical engagement bmourad1 https://padlet.com/grantchun/morelandunivcohort2/wish/1794142242 Providing items to hold to decrease inappropriate repetitive movements and increase attention on task or skill.
    Give them opportunities to move, then come back to the task at hand.]]>     2021-10-05 18:53:17 UTC https://padlet.com/grantchun/morelandunivcohort2/wish/1794142242     Sharwana/Deafness https://padlet.com/grantchun/morelandunivcohort2/wish/1796289066 https://www.specialeducationguide.com/disability-profiles/deafness/]]> 2021-10-06 12:38:02 UTC https://padlet.com/grantchun/morelandunivcohort2/wish/1796289066 Sharwana/Deafness https://padlet.com/grantchun/morelandunivcohort2/wish/1796302892 https://www.specialeducationguide.com/disability-profiles/deafness/]]> 2021-10-06 12:42:52 UTC https://padlet.com/grantchun/morelandunivcohort2/wish/1796302892 Sharwana/Deafness https://padlet.com/grantchun/morelandunivcohort2/wish/1796422452 Please click on the image for details.]]> 2021-10-06 13:18:09 UTC https://padlet.com/grantchun/morelandunivcohort2/wish/1796422452 Hearing Impairment (YUKYING) https://padlet.com/grantchun/morelandunivcohort2/wish/1798984479 What is Hearing Impairment (HI)?
    A disorder in any part of the auditory system will affect the hearing ability, and thus affect the speech and communication abilities. A child with hearing thresholds higher than 25dB can be regarded as having HI. HI can be classified into 5 degrees:
    1. Mild Hearing Impairment (Hearing thresholds: 26 to 40 dB) 
    2. Moderate Hearing Impairment (Hearing thresholds: 41 to 55 dB) 
    3. Moderately Severe Hearing Impairment (Hearing thresholds: 56 to 70 dB) 
    4. Severe Hearing Impairment (Hearing thresholds: 71 to 90 dB) 
    5. Profound Hearing Impairment (Hearing thresholds: 91 dB or higher) 
     Support Services and Strategies:
     In general, EDB will, subject to the assessment and recommendations of the specialists and with parents’ consent, refer students with severe or profound HI to schools for children with HI to receive intensive support services. Other students with HI may attend ordinary schools. Schools will provide the following support in accordance with the needs of the students: 
     1.Adopt effective teaching methods and materials such as using visual strategies, as well as formulating appropriate support measures, to provide systematic support and regular review on the progress for students with HI;
    2.Arrange good listening environments, including the setting up of quiet teaching environments, providing preferential seating, etc.; 
    3.Provide FM system to students with HI, if necessary, so as to facilitate them to receive speech signals of teachers effectively; 
    4.and Use training materials, resource packages, information leaflets, etc. to help students with HI make use of their residual hearing in learning so as to enhance their social skills, communication and learning effectiveness to overcome the barriers arising from HI.
    5. EDB arranges regular audiological review and related audiological services for students with HI, including the provision of hearing aid, earmould and related repair and maintenance services. 
    ]]>     2021-10-07 07:23:02 UTC https://padlet.com/grantchun/morelandunivcohort2/wish/1798984479     Orthopedic Impairment tomemery https://padlet.com/grantchun/morelandunivcohort2/wish/1799068123 2021-10-07 08:04:49 UTC https://padlet.com/grantchun/morelandunivcohort2/wish/1799068123 Hearing Loss in the Classroom. YUKYING https://padlet.com/grantchun/morelandunivcohort2/wish/1799070061 2021-10-07 08:05:52 UTC https://padlet.com/grantchun/morelandunivcohort2/wish/1799070061 Orthopedic Impairment tomemery https://padlet.com/grantchun/morelandunivcohort2/wish/1799123276 This is defined as a disability relating to bones, muscles or joints, severe enough to negatively affect a child's education experience.

    This includes disabilities as a result of disease, from causes like cerebral palsy or deformation of joints and muscles.

    References:
    Sec.300.8 (c) Definitions of Disability Terms. (2018, May 25). Individuals with Disabilities Education Act. https://sites.ed.gov/idea/regs/b/a/300.8/c

    ]]>     2021-10-07 08:32:47 UTC https://padlet.com/grantchun/morelandunivcohort2/wish/1799123276     Traumatic Brain Injury tomemery https://padlet.com/grantchun/morelandunivcohort2/wish/1799123625 Traumatic Brain Injury is injury to the brain as a result of an external force. Examples of impairment are in areas of language, memory, abstract thinking, judgement, motor skills, physcosocial, physical and speech. It does not apply to brain injuries that are present from birth or are degenerative.


    References:
    Sec.300.8 (c) Definitions of Disability Terms. (2018, May 25). Individuals with Disabilities Education Act. https://sites.ed.gov/idea/regs/b/a/300.8/c]]>     2021-10-07 08:32:59 UTC https://padlet.com/grantchun/morelandunivcohort2/wish/1799123625     Bushra/Orthopedic Impairement bmourad1 https://padlet.com/grantchun/morelandunivcohort2/wish/1799341463 Accommodations for learning:
    • 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)
    • Specialists to work with the student:
    • 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.)https://www.projectidealonline.org/v/orthopedic-impairments/

    ]]>     2021-10-07 10:28:31 UTC https://padlet.com/grantchun/morelandunivcohort2/wish/1799341463     Bushra/Orthopedic impairment bmourad1 https://padlet.com/grantchun/morelandunivcohort2/wish/1799369003 Assistive technologies:
     assistive technology devices focus on aiding the student to access the educational material. These devices include:
    • speech recognition software
    • screen reading software
    • augmentative and alternative communication devices (such as communication boards)
    • academic software packages for students with disabilities
    Ref. Orthopedic impairments. (n.d.). Project IDEAL. https://www.projectidealonline.org/v/orthopedic-impairments/
    ]]>     2021-10-07 10:44:53 UTC https://padlet.com/grantchun/morelandunivcohort2/wish/1799369003     Assistive Technologies zecalacperc https://padlet.com/grantchun/morelandunivcohort2/wish/1799455332

    • Speech generating devices (e.g. GoTalks)


    • Recording devices (for extra notetaking time)


    • Writing assistance (e.g. text to speech software)

    Reference:
    Libguides: Traumatic brain injury (TBI): Common assistive technologies. Common Assistive Technologies - Traumatic Brain Injury (TBI) - LibGuides at the University of Illinois at Urbana-Champaign. (n.d.). Retrieved October 8, 2021, from https://guides.library.illinois.edu/c.php?g=497977&p=3409451. 



    ]]>     2021-10-07 11:35:22 UTC https://padlet.com/grantchun/morelandunivcohort2/wish/1799455332     Assistive Technologies - Computer Access grantchun https://padlet.com/grantchun/morelandunivcohort2/wish/1799478074 -Seating and Positioning (Adjustable work surfaces matched with seating schemes)
    -Keyboards (accessibility settings)
    -Voice Commands ((Voice recognition Software)
    -Pointing Devices (joy sticks as alternatives)
    -Viewing the Screen (Mounting tablets using Velcro)
    -Reading Software (ReadPlease and Kurzweil)

    References

    Johnson, K., & Harniss, M. (2016). Assistive Technology in Traumatic Brain Injury. In F. Zollman (Ed), Manual of Traumatic Brain Injury: Assessment and Management (2nd Ed). New York: Demos Medical ]]>     2021-10-07 11:46:28 UTC https://padlet.com/grantchun/morelandunivcohort2/wish/1799478074     instructional strategies for students with traumatic brain injury anaselbouni https://padlet.com/grantchun/morelandunivcohort2/wish/1800055288 The symptoms of Students with Traumatic brain injuries may change over time. (short-term memory problems, serious attention deficits, behavior problems, problems of judgment, and serious anxiety attacks.) education programs and accommodations may need to be changed accordingly depends on the student’s state. The strategies are kind of similar to the rest of the disabilities like:
         -Chunking the lesson into small parts
    -Provide repetition and consistency and Clear instructions 
    -Review and summarize often
    -Visual and sensory stimulus 
    -Low stamina and lack of concentration should be addressed by sitting the student in front of the class. 
     - Allow students to tape-record lectures.-Assist students in obtaining a note taker.
    ]]>     2021-10-07 14:44:27 UTC https://padlet.com/grantchun/morelandunivcohort2/wish/1800055288     Sharwana/Orthopaedic Impairment triptidohs https://padlet.com/grantchun/morelandunivcohort2/wish/1801550091 Definition:
     
    Orthopaedic impairment is defined as a child’s disability with a bone, joint, or muscle that directly affects the child’s educational performance.
     
    This disease depends on its severity and also individual factors.
     
    How to identify an orthopaedic impairment?
     
    When individuals are having paralysis, unsteady gait, poor muscle control, loss of a limp etc. In some cases, people have  difficulty while speaking. People become unable to perform everyday activities like a normal person. Additionally,  there is difficulty with large and fine motor skills.
     
    Reasons for having orthopaedic impairment:
    1. Amputation
    2. Birth trauma
    3. Burns
    4. Cerebral palsy
    5. Other diseases  like bone tuberculosis etc.
    6. Fractures 
    7. Genetic abnormality 
    8. Injury
     
    Assistive Technologies like a wheelchair or  an adjustable table are usually used  by individuals or students with orthopaedic impairments. 

    Source:
    https://www.drbillhefley.com/what-is-an-orthopedic-impairment/
    http://education.ohio.gov/

    ]]>     2021-10-08 03:09:44 UTC https://padlet.com/grantchun/morelandunivcohort2/wish/1801550091     Sharwana/Traumatic Brain Injury - TBI triptidohs https://padlet.com/grantchun/morelandunivcohort2/wish/1801569208 What is a Traumatic Brain Injury (TBI)?
     
    It is an injury that directly disrupts the brain's normal function. TBI is one of the main reasons for death and disability all over the world. TBI can happen to anybody but according to research some categories of TBI have a greater risk of getting a serious health deterioration after the injury. 

    In our country, Bangladesh, most brain injuries  have resulted from road accidents or physical trauma.  
     
    Four main types of TBI”s are:
    1. Concussion
    2. Contusion
    3. Penetrating Injury
    4. Anoxic brain injury
     
    Source:
    https://www.cdc.gov/traumaticbraininjury/index.html
    https://www.dolmanlaw.com/4-types-brain-injuries-3-levels-severity/


    ]]>     2021-10-08 03:19:02 UTC https://padlet.com/grantchun/morelandunivcohort2/wish/1801569208     Unaided communication systems grantchun https://padlet.com/grantchun/morelandunivcohort2/wish/1803314861 -depend on the user's body to convey messages
    -Examples include sign language, body language, and gestures
    -Advantage: no technology needed]]>     2021-10-08 20:55:31 UTC https://padlet.com/grantchun/morelandunivcohort2/wish/1803314861