• VoiceOver is an industry leading gesture based screen reader that describes exactly what is happening on the device and gives auditory descriptions of onscreen elements. Students can use this to  navigate their screen, especially safari; an entire website can be read out loud to them. This enables students to be able to conduct research, listen to audio books, and type. Students can navigate and use any app with this feature.
• VoiceOver Gestures along with the VoiceOver allows the student to touch the screen with different gestures and each gesture means something different. For example, 1 finger tap allows the student to hear a description, 2 fingers down reads the page starting at the selected item, 2 fingers up reads the page from the top, etc.
• VoiceOver Rotor is a virtual dial that lets students navigate apps in different ways.

• The AUDIBLE app and VOICE DREAM app allow students to read with their ears by searching and listening to audio books. In addition, any PDF or E-book provided by the teacher can be loaded into the app and read out loud.
• If the teacher has a printed document that she wants her student to read, the SCANNER app will assist. A photo can be taken of the printed material, it is loaded into VOICE DREAMER, and the entire page can be read out loud.

• Google Docs
• Notability
• Voice Dream Writer
• Notes

• Desmos allows students to create graphs where VoiceOver is used to type and read an equation. The graph is then read out loud.
• Talking Scientific Calculator also works with VoiceOver and the calculator buttons and solutions are read out loud to the student.

• Children with an autism spectrum disorder may have difficulty with social interactions such as:
• Not engage with other children
• Lacks cooperative play
• Difficulty taking turns
• Unable to take others perspective
• Withdrawals
• Unaware of social norms/rules
• Poor eye contact
• Difficulty joining others

• Late to develop speech or does not talk at all
• Limited joint attention
• Lacks imitation or imaginative play
• Flat/limited tone and facial expressions
• Limited or odd gestures
• Difficulty understanding non verbal expressions
• Echoes others speech
• Poor conversation ability
• Stands too close
• Interrupts others
• Talks too much about their own interest

• Lines up toys or other objects and gets upset when order is changed
• Repeats words or phrases over and over (i.e., echolalia)
• Plays with toys the same way every time
• Is focused on parts of objects (e.g., wheels)
• Gets upset by minor changes
• Has obsessive interests
• Must follow certain routines
• Flaps hands, rocks body, or spins self in circles
• Has unusual reactions to the way things sound, smell, taste, look, or feel

• Low-tech AT includes anything that needs no electricity; think weighted vests, sensory balls, or picture boards.
• Mid-tech AT is simple enough to be relatively inexpensive and easy to operate. Examples include battery-operated sensory toys, visual timers, and social skills videos.
• High-tech AT is digital technology and can include anything from augmentative communication technology for non-verbal people to robots built to increase social skills in children on the spectrum.

• Social Stories:                     These short, simple, visual stories 
• Social skills cards and games: created to reinforce empathy; Uno cards focused on feelings; and dice games that are intended to reinforce social communication skills.
  
  

• sensory impairments
• brain injuries
• minimal brain dysfunctions
• dyslexia

Classroom (E. Kasper, date unknown); Tourette's Assistive Classroom Technology - link below

1. IQ is below 70-75
2. There are significant limitations in two or more adaptive areas (skills that are needed to live, work, and play in the community, such as communication or self-care)
3. The condition manifests itself before the age of 18

• Articulation: speech impairments where child produces sounds incorrectly. 
• Fluency: speech impairments where child’s flow of speech is interrupted, disrupted, or paused. 
• Voice: speech impairments where child’s voice sounds abnormal. 
• Language: language impairment where the child cannot communicate needs, ideas, or information. 

• Problems with the mouth, teeth, tongue, jaw, etc. These problems may get in the way of forming sounds, articulating words, or using the tongue and teeth effectively. 
• Nerve damage that affects the brain or speech production muscles. 
• Hearing loss
• Throat or mouth cancer

• Trauma or extreme emotional stress
• Genetic abnormalities.

• "Expressable" - an app that helps connect families to speech-language pathologists in their area to get support from qualified professionals. Children can receive live therapy through Zoom and get the help they need, even if they're not in the classroom or school to get help from a district professional. (https://techcrunch.com/2021/05/06/expressable-seed/) 
• SpeechFirst - an app that uses artificial intelligence to "listen" to children with speech-language disorders and help create a plan for them to practice and improve the speech or language impairment (https://www.med-technews.com/news/ai-and-vr-in-healthcare/ai-powered-speech-and-language-therapy-app-could-reach-2-5m-/) 

• The use of a mask prevents the child from seeing the shapes a mouth makes as the mouth forms syllables, sounds, etc. 
• The use of a mask dampens the sound of a voice, making it more difficult for a child to hear and process language. 
• The use of a mask prevents the child from seeing non-verbal cues like smiling or frowning.

• Clear masks that allow the child to see the speaker's mouth. 
• Images & gestures that the speaker uses to convey ideas while speaking with a mask. 
• Eye contact & body language while wearing the mask.

• Electronic Fluency Devices: These are devices that change the sound of the user's voice so that it is slower, faster, or at a higher/lower pitch to help with comprehension. These devices might also slow down, speed up, or change the pitch of the speaker's voice so that the user can understand better (these usually take the form of a microphone headset or a hearing aid).

• explicit directions, visual/graphic organizers
• multi-sensory learning (hands-on, physical materials)
• annotation strategies, fill-in-the blank worksheets/journals
• extended time/specific plans, evaluate learning based on effort & ideas
• promoting positive social behavior & confidence, working with parents, clean/focused work space
• teacher reflection journal (continuous notes on strategies/what works-what doesn't, research, tools etc.) 

• break learning into small steps; 
• ask a lot of questions (check for understanding visually or verbally);
• give regular, quality feedback using techniques that work for students; 
• use diagrams, graphics and pictures to express/explain content or ideas;
• give students some independence with such interventions/tools but also leave room for students to feel comfortable enough to reach out for assistance;
• model instructional practices/demonstrate examples; 
• give students time to provide feedback to teachers on how tools/strategies have worked for them;
  
  

• Magnifying glasses to enlarge texts/books
• Touch-fastener grips for writing
• Books with large text
• Tape recorders
• Calculators
• Timers and alarms
• Electronic spellers
• Memory notebook-may contain maps, feelings log, checklists, etc.)
• Audio books
• Carbon paper notes
• Graphic organizers

• Give simple explanations
• Provide student with a goal or skill that they need to master and an explanation at their level
• Break tasks into smaller steps and provide a demonstration
• Provide clearly stated directions and ask the student to repeat it
• Allow students to respond and a pace that is comfortable for them
• Frequent use of verbal praise
• Provide immediate feedback or correction about behaviors