1. Mild visual impairment

2. Moderate visual impairment

3. Blindness

4. Severe blindness

   
   

1. Deaf - absence of enough measurable hearing (usually a pure tone average of 66-90+ decibels without amplification).

2. Hearing Loss -absence of enough measurable hearing (usually a pure tone average of 33-65 decibels without amplification)

3. Amplification - determining the level of amplification for students with a hearing impairment is highly important so their environment has an appropriate acoustics, speakers, mics, etc.

4. Psychological Evaluation - important to look at overall data with students who are Deaf or Hard-of-Hearing.

5. Speech-Language Evaluation - It is important to note if the student will be using ASL (American Sign Language) or an AT device to communicate and how their skills in receptive/expressive language.

6. Assistive Technology Evaluation - this should be done to provide the correct accommodations such as an AAC device, core boards, etc.

   
   

reference: Deaf/Hard of Hearing (D/HH). Definitions. A Child, archives.gadoe.org/DMGetDocument.aspx/DHH_Rules_and_Regulations.pdf?p=6CC6799F8C1371F603FEC15D61D462810206EFC6597482136605AB10BBC9A77C&Type=D. Accessed 26 June 2024.

Some of the accommodations that our students get are the following:

1. Handicap students have a stand hooked to their rifften chair so that they can have their device close to them so they can see it.

2. Students get VI services that come to the classroom once a week for both indirect and direct services.

3. Parents have to authorize a device for their child so they can use it in school and have to be trained on the software that is provided with the device.

4. Large print for students so that they are able to see the words.

These students that have VI accommodations, we use large font for them, we have cue cards so that they can see it and make a choice between two cards to answer the questions. In addition, when playing cards, we have the jumbo cards so they can play with their friends within the classroom and engage their social and emotional skills among their classmates. We also have yes and no buttons that they can use so when a teacher or someone is asking them a question they are able to answer the question with the buttons. Everything that we do in our classroom is for the benefit of the student to gain the learning to the best of their ability with their disability. The vision support service comes and helps the students and if they can provide more support and services such as technology, equipment and other related manipulates, then they do that. The only problem that we have is that they only come once a month unless stated on the IEP.

Communication - I-pad, computer, devices with specific software

Natural environment

Screen readers - screen reader is text-to-speech software that presents digital content for people who are blind or visually impaired. Screen readers can also output text to a refreshable braille display.

Computer access aids

Mobility aids - People who have limited fine motor control, muscle slowness, or tremors and spasms

Seating and positioning

Augmentative communication

Cognition - People who have learning disabilities, memory impairments, attention disorders, or difficulty with problem-solving and logic.

Daily living - day to day living and communication

Orthotic devices - OT support, walkers, wheelchairs, rifften chairs, stand up stands

Recreation and leisure aids

Sensory aids - fidgets for students to use

Speech input software - text to speech, go talk

Vision - People who are blind, low vision, or colorblind.

Visual aids - Cue cards, yes and no buttons

https://www.audioeye.com/post/types-of-assistive-technologies/

-Students who are Deaf

-Students who have severe Hearing Loss and have a cochlear implant

-Students who have Mild, Moderate, and Severe Hearing Loss and require hearing aids

These students will have service times with a DHH teacher or specialist to target their unique language and learning needs. The DHH teacher/specialist will collaborate with other team members (general education teacher, special education teacher, SLP, OT, etc) to create goals and objectives that are appropriate for the student. The DHH teacher will also collaborate with the team on specific signs if ASL is involved!

1. assistive listening devices (ALDs) = help amplify the sounds you want to hear. This can be used with a hearing aid or cochlear implant.

2. Augmentative and alternative communication (AAC) devices = helps express themselves and can range from simple picture boards to computer programs.

3. Alerting devices = these connect to a doorbell, telephone, or alarm that emits a loud sound or blinking light when an event is taking place.

During the evaluation process, the service providers should conduct their own assessments if applicable to the student.

https://www.renaissance.com/2021/05/20/blog-the-importance-of-using-diagnostic-assessment-4-tips-for-identifying-learner-needs/