·       Nausea and vomiting

·       Head pain

·       Seizures

·       Confusion

·       Memory loss

·       Loss of coordination

·       Agitation and irritability

·       Slurred speech or speech that doesn’t make sense

I missed the third quarter of junior year, and returned to school only part time—as I need 12+ hours of sleep per night—to finish the year. I believe I had a 504 plan. For the first semester of senior year, I was still on a reduced schedule, though less so. By the final semester, I was back to full time, and graduated with my peers. Still, I can apply for extra time on assessments, as my processing speed was forever damaged. As my memory was badly hurt (and still is) I make use of simple things to assist myself—simply writing everything down is a necessity. Relearning to be appropriate in a classroom setting took a while, as much of my frontal lobe was damage, the part of the brain responsible for morals and responsibility—really, what makes us human. If I were to yell out in class, the teacher may quietly remind me it was inappropriate, and move on. (Luckily, that got better!) Word-find is still a struggle.

As a teacher, I can be quite helpful to a student who may also have to overcome challenges.

How can teachers help a child with developmental delays?

www.aboutplaysc.com/how-to-help-a-child-with-a-developmental-delay/#:~:text=Include%20visual%20cues%20when%20giving%20directions&text=Incorporating%20visual%20supports%2C%20such%20as,to%20engage%20in%20problematic%20behavior.

Assistive technology for developmental delays

This video was helpful to illustrate a bit about developmental delays and how technology can be used to assist those with them. 

https://www.youtube.com/watch?v=0Zosc8dEBf8&ab_channel=RachaelHope

When a child has a hearing loss, it is cause for immediate attention. That’s because language and communication skills develop most rapidly in childhood, especially before the age of 3. When hearing loss goes undetected, children are delayed in developing these skills (March of Dimes, 2010).

There are four types of hearing loss, as follows (eHealthMD, 2013):
1. Conductive hearing losses are caused by diseases or obstructions in the outer or middle ear (the pathways for sound to reach the inner ear).
2. Sensorineural hearing losses result from damage to the delicate sensory hair cells of the inner ear or the nerves that supply it.
3. A mixed hearing loss refers to a combination of conductive and sensorineural loss and means that a problem occurs in both the outer or middle and the inner ear.
4. A central hearing loss results from damage or impairment to the nerves or nuclei of the central nervous system, either in the pathways to the brain or in the brain itself.

Children with hearing loss may benefit from all or just a few of these tips to help them learn. It is important for the school and the family to work together to decide what is best for the child.

Always be sure you have the lip readers’ attention. Ask if it’s okay to touch their arm if you need them to look at you. Form your words clearly, and if you’re a fast talker, make an effort to slow down just a bit. (All your students will benefit from this.) Talk in a normal tone of voice; shouting can actually distort your mouth.

Arrange seats in a horseshoe or circle.

Lip readers should be able to see all the faces in the classroom during discussions. When possible, a circle or horseshoe is ideal. If not possible, place them close to the front of the room in a seat of their choice, and always repeat any questions or comments from students they may not be able to see.

Reduce back-lighting concerns.

When a teacher or other students are lit from behind, their faces are much harder to see. Close curtains and use overhead lights to ensure everyone is equally well-lit during class.

During discussions, new speakers should allow a moment for those who are deaf/hard of hearing to turn their way before talking. Avoid talking over one another so they can focus on one person at a time.

Mid-Tech

AT for Learning and Executive Functioning 
Low-Tech

Mid-Tech

High-Tech

Low-Tech

Mid-Tech

High-Tech

The goal is to create interactive artificial intelligence and robots that can literally take the place of human beings.

Many children with autism, and some adults with more severe autism, are at risk for running away. Children with autism can be very good at manipulating locks, and even "babyproofing" may not be enough to keep them indoors.

Instructional strategies for students with low vision who are print readers, including large print, magnification, environmental factors (such as glare, contrast, lighting, positioning) and font

Important tips for blind students:
1. Always use names
2. It’s OK to use words that reference sight

3. Dont gesture - always verbalize
4. Avoid asking if a student can see something

5. Correct seating is crucial

6. Contrast, contrast, contrast
7. Follow the leader
8. Be a confident sighted guide

9. Safety First
10. Examine your own beliefs

Devices that assist students with mobility:
-Canes
-Walkers
-Crutches
-Wheelchairs
-Specialized exercise equipment
-Specialized chairs, desks, and tables for proper posture development

1.     Believe in them!

2.     Work with them and their paraeducator often: Check in frequently

3.     Design individual schedules & instruction: Create a print, picture, or object individual schedule to help them transition and develop time management skills

4.     Develop functional skills: address their unique learning needs

5.     Teacher made materials and communication cards

6.     Sensory input, areas, rooms, and activities: if visually impaired this develops their vision in regards to their environment. Use a sequential, simultaneous structured multi-sensory approach.

7.     Classroom jobs: empower them so they can contribute. This will help them later in employment and in their lives.  

8.     Keep in mind the unique needs and layered disabilities challenging your student(s): Consideration, planning, and setting outcomes and goals are key to demonstrating progress and enriching their lives.

_{-Teaching Students with Visual Impairments LLC (2023). Teaching Students with Multiple Disabilities: https://www.teachingvisuallyimpaired.com/students-with-multiple-disabilities.html}

·      Text-to-speech to bypass handwriting, spelling and help decode words

·      Word prediction to improve writing skills, make a student more independent and motivated to write

 

Mid to high-tech devices:

·      Audio recorders & portable note takers to help a student follow class and keep information saved, especially depending on their disability 

·      Graphic organizers to contribute to better writing in students with learning disabilities.

·      Pentop computers to assist in reading, writing and math

·      Calculators can also show their understanding of mathematical computations more easily

_{Young, Gabrielle. LDatSchool. Assistive Technology for Students with Learning Disabilities: https://www.ldatschool.ca/assistive-technology/}

There are many signs of intellectual disability. For example, children with intellectual disability may:

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

- An inability to build or maintain satisfactory interpersonal relationships with peers and teachers.

- Inappropriate types of behavior or feelings under normal circumstances.

- A general pervasive mood of unhappiness or depression.
- A tendency to develop physical symptoms or fears associated with personal or school problems

Medication