References

Centers for Disease Control and Prevention. (2020, June 9). Fast facts of common eye disorders. Centers for Disease Control and Prevention. Retrieved September 26, 2021, from https://www.cdc.gov/visionhealth/basics/ced/fastfacts.htm#:~:text=Approximately%206.8%25%20of%20children%20younger,wearing%20glasses%20or%20contact%20lenses.

Statistics on children. The American Foundation for the Blind. (2020, September). Retrieved September 26, 2021, from https://www.afb.org/research-and-initiatives/statistics/statistics-blind-children#gender19.

References 

Brooks, M. (2017, September 25). Serious emotional Disturbance affects 10% of us children. Medscape. Retrieved September 26, 2021, from https://www.medscape.com/viewarticle/885612#:~:text=One%20in%2010%20children%20in,the%20shortage%20of%20child%20psychiatrists.

OSEP fast Facts: Children identified with emotional disturbance. Individuals with Disabilities Education Act. (2020, October 6). Retrieved September 26, 2021, from https://sites.ed.gov/idea/osep-fast-facts-children-IDed-Emotional-Disturbance-20.

An acquired injury to the brain by an external physical force, resulting in partial or total functional disability or psychological impairment, that adversely affects a child's educational performance. {Code 34 of Federal Regulations}

There are a plethora of of possibilities for symptoms for TBI and since there is a wide range of severity often times students are diagnosed with the wrong condition. Alvarez. (2020)

Brainline. (2019). Assistive Technology for Individuals with Traumatic Brain Injury. Https://Www.Brainline.Org/Article/Assistive-Technology-Individuals-Traumatic-Brain-Injury. https://www.brainline.org/article/assistive-technology-individuals-traumatic-brain-injury

 

According to the U.S. Department of Education, Other Health Impairments represent approximately 12.0 % of all students having a classification in special education.

Special Education. (2019). 5 Assistive Technology Tools That Are Making a Difference. Https://Online.Alvernia.Edu/. https://online.alvernia.edu/articles/5-assistive-technology-tools-that-are-making-a-difference/

Blumenthal. (2011). Other Health Impaired (OHI). Https://Www.Cde.State.Co.Us. https://www.cde.state.co.us/cdesped/sd-other

Project IDEAL. (2019). Other Health Impairments. Http://Www.Projectidealonline.Org. http://www.projectidealonline.org/v/health-impairments/

 

 

Up to 10 per cent of the population are affected by specific learning disabilities (SLDs), such as dyslexia, dyscalculia and autism, translating to 2 or 3 pupils in every classroom.

 

 

 

Students with learning disabilities like dyslexia can use electronic worksheets to complete their assignments. These worksheets help students to line up words, equations and numbers on their assignments. On some of the worksheets, text-to-speech or speech synthesizing technology is even available.

For many children with learning disabilities, reading and writing can be a challenge. Phonetic spelling software is designed to automatically convert the student’s typing into the word that they intended to write. For alternative reading options, students can always check out audiobooks. With the audiobook, students can follow along in their text and overcome reading difficulties.

Students who have dyscalculia can benefit greatly from a talking calculator. The gadget makes it easier to check assignments, read numbers and perform calculations. While the talking calculator is a fairly simple tool, it offers an exceptional benefit for students who would otherwise struggle in math classes. Other than talking calculators, students can also check out text-to-voice devices. They function on the same concept of converting written words into an audible track. Students can use these devices to check their spelling or to improve their reading comprehension skills.

Everyone has a different learning style, and many students struggle with understanding auditory lectures. For these students, a variable speed recorder is an ideal solution. The student just has to hit record while they are in class. Afterward, the recording can be slowed down or sped up for the student to listen to it again and again. If the pitch of the recording is hard to understand, students can modify the pitch up or down to make their lectures more accessible

 

-       Speak slowly and use clear and concise language.

-       Allow for multiple instructional strategies – visual, auditory, with gestures. 

-       Provide notes.

-       Pre-teach new material and check for understanding.

-       Provide captions to video or auditory content.

-        

-       Allow for easy seating arrangements.

-       Minimized distractions.

-       Enlarge font.

 

-       Allow extra time.

-       Provide recordings of instructions for students to refer back to.

-       Allow for assistive technologies.

 

 

ScienceDaily. (2013, April 18). Learning disabilities affect up to 10 percent of children. ScienceDaily. Retrieved October 1, 2021, from https://www.sciencedaily.com/releases/2013/04/130418142309.htm. 

5 examples of assistive technology in the classroom. Masters in Special Education Degree Program Guide |. (2021, June 9). Retrieved October 1, 2021, from https://www.masters-in-special-education.com/lists/5-examples-of-assistive-technology-in-the-classroom/. 

 

  

Nearly 1 in 12 (7.7 percent) U.S. children ages 3-17 has had a disorder related to voice, speech, language, or swallowing in the past 12 months.

 

 

 

1.    Cue cards
Cue cards provide helpful hints for the oral presentation of information, and the process of composing cue cards can help organize the information before-hand. 

 

2.    Prezi
A free 3D graphic organizer which can be used to create presentations. Prezis can be collaborative as students can comment and build upon other Prezis.

 

3.    ShowMe Interactive Whiteboard
In order to reduce anxiety, students may opt to record presentations on their iPad beforehand. Video recordings can be uploaded on YouTube or a more private domain.

 

 

4.    ShowMe and ScreenChomp
These apps provide an interactive whiteboard interface to solve problems. The actions on the screen and audio can be recorded and shared as a video file.

 

 

·       Speak slowly and use clear and concise language.

·       Allow additional time for the student to speak.

·       Allow additional time for the student to process information, especially if the information is new.

·       Select closed captioning whenever available on educational videos.

·       Pre-teach new vocabulary.

·       Provide copies of notes.

·       Use assistive technology and computer options.

·       Use visual cues for getting the attention of the class and for instruction.

·       Use preferential seating to reduce auditory distractions.

·       Reduce background noise.

·       Visual schedules.

·       Ensure adequate lighting.

·       Provide choice for assignments and for the student to showcase learning (oral and written presentations).

·       Check that the student understands the test questions.

·       Provide additional time.

·       Allow use of assertive technology.

·       Provide students a choice of how they will showcase their learning.

 

 

Assistive technology for students with learning disabilities. LD@school. (2018, May 4). Retrieved October 1, 2021, from https://www.ldatschool.ca/assistive-technology/. 

 

References:
Quick Statistics About Hearing. (2021, March 25). NIDCD. https://www.nidcd.nih.gov/health/statistics/quick-statistics-hearing

Study.com | Take Online Courses. Earn College Credit. Research Schools, Degrees & Careers. (n.d.). Study.Com. Retrieved October 1, 2021, from https://study.com/academy/lesson/assistive-technology-for-hearing-impaired-students.html

 

‘Cerebral palsy (CP) is a group of disorders that affect a person’s ability to move and maintain balance and posture. CP is the most common motor disability in childhood. Cerebral means having to do with the brain. Palsy means weakness or problems with using the muscles. CP is caused by abnormal brain development or damage to the developing brain that affects a person’s ability to control his or her muscles’ (Centers for Disease Control and Prevention, 2018).

 

Doctors classify CP according to the main type of movement disorder involved. Depending on which areas of the brain are affected, one or more of the following movement disorders can occur:

·       Stiff muscles (spasticity)

·       Uncontrollable movements (dyskinesia)

·       Poor balance and coordination (ataxia)

 

 

‘Recent population-based studies from around the world report prevalence estimates of CP ranging from 1 to nearly 4 per 1,000 live births or per 1,000 children’ (CDC, 2018).

 

 

For example, students with cerebral palsy may exhibit a number of different symptoms, such as:

·       Hearing problems

·       Seizures

·       Visual impairments

·       Learning disabilities

·       Mobility issues

·       Speech problems

·       Uncontrolled movements

·       Behavioral issues

 

 

Communication Devices- Cerebral palsy often prohibits the typical flow of conversation due to poor muscle control or spasms in the throat and tongue. Devices allow children to choose words, letters, or pictures to fill out what they want to say. 

 

Electronic Communication Boards- An electronic communication board is a tool that allows children to choose letters, words and phrases on a screen to verbally express their thoughts and emotions. These boards are similar to electronic tablets and contain letters, images, photos and symbols that a child can point to with their finger or a pointer tool. Then, the selected words or symbols are generated into sentences that are read out loud for others. 

 

Eye-Tracking Devices- Many high-tech communication boards feature eye-tracking technology that functions like a mouse on a computer, allowing users to make eye contact with a symbol or letter for a short period of time to make a selection. Once a symbol has been “selected,” it is received by the device in the same way it would have been with a physical point or click.

Hearing Aid- Many students who have cerebral palsy have a difficult time with hearing as well. Hearing aids will help students to hear clearly what the teacher and their peers are talking about. 

Powered Scooters- Student with severe mobility issues can use a powered scooter instead of a wheelchair to help them move around in class and with their peers, allowing them to have more attention and energy to focus on the lesson at hand.

Vision Aids- Magnifying Sheets- Magnifying sheets make it quick and easy to see text at a significantly bigger size instead of frustrating a child. 

 

Text-to-Speech Program- A text-to-speech program on the computer that can read the words out loud. This may work if the student already has hearing aids in place or doesn’t struggle with hearing difficulties.

Adaptive Writing and Typing Aids- Children with CP often have reduced hand or finger movement and grasping power. They could use a pencil or pen grip, a weighted pen or pencil or a slanted writing board.

 

 

Depending on the student’s needs, accommodations may include:
- Providing more time for students to complete their work in class.

- Providing assistance using visual and audio aids like those listed above for assessment and graded activities. 

- Using applications and optional methods for assessment to assess student learning.

Assistive Devices - Aids For Cerebral Palsy. (n.d.). Cerebral Palsy Guide. https://www.cerebralpalsyguide.com/treatment/assistive-devices/

Assistive Technology to Help Students with Cerebral Palsy Succeed Academically. (2018, May 20). The Tech Edvocate. https://www.thetechedvocate.org/assistive-technology-to-help-students-with-cerebral-palsy-succeed-academically/

CDC. (2018, April 18). Basics About Cerebral Palsy. Centers for Disease Control and Prevention. https://www.cdc.gov/ncbddd/cp/facts.html

Students with Cerebral Palsy. (2019, July 19). Classful. https://classful.com/students-with-cerebral-palsy/

‌

Hearing impairment, deafness, or hearing loss refers to the total or partial inability to hear sounds. Symptoms may be mild, moderate, severe, or profound. A patient with a mild hearing impairment may have problems understanding speech, especially if there is a lot of noise around, while those with moderate deafness may need a hearing aid. Some people are severely deaf and rely on lip-reading to communicate with others. People who are profoundly deaf can hear nothing at all and can find themselves totally reliant on lip-reading or sign language.

Incidence Rate 

According to the World Health Organization (WHO), over 5% of the world's population suffers from disabling hearing loss. Five percent may seem like a small number, but that totals over 360 million people across the globe.

Signs of a Hearing Loss or Deafness

1. does not respond consistently to sounds or to his or her own name;
2.asks for things to be repeated or often says “huh?”
3. is delayed in developing speech or has unclear speech; turns the volume up loud on the TV and other electronic devices. (CDC, 2012)

Types

There are three different types of hearing loss:

1) Conductive hearing loss

This means that the vibrations are not passing through from the outer ear to the inner ear, specifically the cochlea. 

2) Sensorineural hearing loss

Hearing loss is caused by dysfunction of the inner ear, the cochlea, auditory nerve, or brain damage.

3) Mixed hearing loss

This is a combination of conductive and sensorineural hearing loss.

Assistive technologies 

Augmenting devices/systems amplify sound, increase signal to noise ratio, etc

Personal FM systems can send a teacher’s voice from a wireless microphone worn by the teacher through FM radio waves directly to a small receiver worn by the student with hearing loss. Personal FM systems can be used by students who use hearing aids or a cochlear implant and by those who do not. 

Soundfield systems send the teacher’s voice from a microphone to one or more speakers positioned close to the child or mounted to a wall. This allows more than one student to use the system simultaneously.

 

Other Assistive Listening Devices include infra-red (IR) systems through which sound is transmitted using infrared light waves. A strict line of sight is usually required between the light emitter and the listener with the receiver since natural light may interfere with the transmission.

 

Audio-visual FM Systems facilitate speech-reading for students who are oral-deaf or hard of hearing. An example would be the AudiSee which includes a microphone transmitter and a headset-camera worn by the teacher. The student has a small monitor-receiver on the desk allowing the student to hear the teacher’s voice and see the teacher’s face. 

 

Amplified Telephones provide a wide variety of adapted telephones as well as alerting devices that can help persons with varying degrees of hearing loss. See A Few Resources below for more information.

 

2. TRANSFORMING DEVICES/SYSTEMS convert speech into text.

 

Translation Services are available which allow the words of a speaker to be transcribed, by a trained individual using a keyboard, into text displayed on a monitor, screen, or laptop computer, used by the students who are hard of hearing or deaf.

 

Accessible Instructional Materials (AIM) may be a consideration as hearing loss can impact competency in reading. For some students, text-to-speech, word prediction, or another type of assistive technology should be considered. 

 

Captioning Services for video/audio productions provide captioned audio and video productions for students who are deaf/hard of hearing to support equal access to content. 

 

Face to Face Communication Systems can provide assistance when short, one-on-one conversations are needed. An educator and deaf or hard-of-hearing student can type messages back and forth on devices consisting of two keyboards and displays.

Reference

du Plessis, A. (2021). Using Information Communication Technologies and Assistive Technologies to Address Specific Barriers to Teaching and Learning in Schools. In Empowering Students and Maximising Inclusiveness and Equality through ICT (pp. 88-113). Brill Sense. Retrieved 1^st Oct, 2021, from https://brill.com/view/book/9789004447226/BP000008.xml

Gravel, J. S., & O'Gara, J. (2003). Communication options for children with hearing loss. Mental retardation and developmental disabilities research reviews, 9(4), 243-251..Retrieved 1^st Oct, 2021, from http://www.lsl.usu.edu/files/Gravel-ComunicationOptions.pdf

 

Huber, J., Shilkrot, R., Maes, P., & Nanayakkara, S. (Eds.). (2018). Assistive augmentation. Springer. Retrieved 1^st Oct, 2021, from https://link.springer.com/chapter/10.1007/978-981-10-6404-3_6

 

Koffler, T., Ushakov, K., & Avraham, K. B. (2015). Genetics of hearing loss: syndromic. Otolaryngologic Clinics of North America, 48(6), 1041-1061.Retrieved 1^st Oct, 2021, from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4641804/

 

Smith, A. W. (1998). The World Health Organisation and the prevention of deafness and hearing impairment caused by noise. Noise and Health, 1(1), 6. Retrieved 1^st Oct, 2021, from https://www.noiseandhealth.org/article.asp?issn=1463-1741;year=1998;volume=1;issue=1;spage=6;epage=12;aulast=Smith

 

‘According to the Individuals with Disabilities Education Act’s (IDEA), multiple disabilities refers to “concomitant [simultaneous] impairments (such as intellectual disability-blindness, intellectual disability-orthopedic impairment, etc.), the combination of which causes such severe educational needs that they cannot be accommodated in a special education program solely for one of the impairments’ (IDEA, 2017).

 

Given the numerous disability category combinations possible, the designation multiple disabilities encompasses a broad range of traits. However, the National Dissemination Center for Children with Disabilities (usually referred to as NICHCY) lists several common characteristics, including hampered speech and communication skills, challenges with mobility and a need for assistance in performing everyday activities. It’s also worth noting that medical conditions such as seizures and “water on the brain” (hydrocephalus) can accompany multiple disabilities.

 

 

‘The prevalence of multiple disabilities appears to have gone up since the implementation of IDEA since the 1770s, however it is speculated the increased rate is due to changes in the classification of disabilities. In the United States, the percentage of the population exhibiting multiple disabilities is 2-3% of all disabled persons based on the data since 2000’ (CDC, 2018).

 

· Finding a setting suitable to the child’s intelligence level

· A child’s ability to effectively communicate with teachers, support staff and peers

· A student’s capability to function in the classroom

· Assessing and compensating for visual or hearing impairments

 

 

Communication Devices- Orthopaedic impairments and neurological issues often prohibits the typical flow of conversation due to poor muscle control or spasms in the throat and tongue. Devices allow children to choose words, letters, or pictures to fill out what they want to say. 

 

Electronic Communication Boards- An electronic communication board is a tool that allows children to choose letters, words and phrases on a screen to verbally express their thoughts and emotions. These boards are similar to electronic tablets and contain letters, images, photos and symbols that a child can point to with their finger or a pointer tool. Then, the selected words or symbols are generated into sentences that are read out loud for others. 

 

Eye-Tracking Devices- Many high-tech communication boards feature eye-tracking technology that functions like a mouse on a computer, allowing users to make eye contact with a symbol or letter for a short period of time to make a selection. Once a symbol has been “selected,” it is received by the device in the same way it would have been with a physical point or click.

Hearing Aid- Many students who have cerebral palsy have a difficult time with hearing as well. Hearing aids will help students to hear clearly what the teacher and their peers are talking about. 

Sign Language-  Depending on the student’s vision ability, sign language may be an alternative to speech in the event there are hearing impairments. Using sign language as signals along with assistive technology often benefits the student. 

 

Staying mindful about medical conditions can assist with classroom placement, as can being aware of a student’s intelligence level. Assistive technology and alternative communication methods, including text-to-speech technologies, hearing aids and sign language, can neutralize communication problems.

 

In addition, the following technologies may be helpful for a student with multiple disabilities:

 

- Priority seating to manage any medical issues.

- Alternative textbooks with braille, audio, or interactive communication tablet apps.

- Modified classroom work and assignments.

- Modified assessments. 

- Individualized program planning specific to the student’s needs and intellectual capacities. 

Assistive Devices - Aids For Cerebral Palsy. (n.d.). Cerebral Palsy Guide. https://www.cerebralpalsyguide.com/treatment/assistive-devices/

Assistive Technology to Help Students with Cerebral Palsy Succeed Academically. (2018, May 20). The Tech Edvocate. https://www.thetechedvocate.org/assistive-technology-to-help-students-with-cerebral-palsy-succeed-academically/

 

CDC. (2018, April 18). Basics About Cerebral Palsy. Centers for Disease Control and Prevention. https://www.cdc.gov/ncbddd/cp/facts.html

U.S. Department of Education. (2017). Individuals with Disabilities Education Act | IDEA. Ed.gov. https://sites.ed.gov/idea/

Intellectual disability (or ID) is a term used when a person has certain limitations in cognitive functioning and skills, including communication, social and self-care skills. These limitations can cause a child to develop and learn more slowly or differently than a typically developing child. Intellectual disability can happen any time before a child turns 18 years old, even before birth.

Intellectual disability is the most common developmental disability.

According to the American Association of Intellectual and Developmental Disabilities, an individual has intellectual disability if he or she meets three criteria:

How Does an Intellectual Disability Happen?

Intellectual disability—formerly known as mental retardation—can be caused by injury, disease, or a problem in the brain. For many children, the cause of their intellectual disability is unknown.

Some causes of intellectual disability—such as Down syndrome, Fetal Alcohol Syndrome, Fragile X syndrome, birth defects, and infections—can happen before birth. Some happen while a baby is being born or soon after birth.

Other causes of intellectual disability do not occur until a child is older; these might include severe head injury, infections or stroke.

What Are the Most Common Causes?

The most common causes of intellectual disabilities are:

Genetic conditions. Sometimes an intellectual disability is caused by abnormal genes inherited from parents, errors when genes combine, or other reasons. Examples of genetic conditions are Down syndrome, Fragile X syndrome, and phenylketonuria (PKU).

Complications during pregnancy. An intellectual disability can result when the baby does not develop inside the mother properly. For example, there may be a problem with the way the baby’s cells divide. A woman who drinks alcohol or gets an infection like rubella during pregnancy may also have a baby with an intellectual disability.

Problems during birth. If there are complications during labor and birth, such as a baby not getting enough oxygen, he or she may have an intellectual disability.

Diseases or toxic exposure. Diseases like whooping cough, the measles, or meningitis can cause intellectual disabilities. They can also be caused by extreme malnutrition, not getting appropriate medical care, or by being exposed to poisons like lead or mercury.

We know that intellectual disability is not contagious: you can’t catch an intellectual disability from anyone else. We also know it’s not a type of mental illness, like depression. There are no cures for intellectual disability. However, children with intellectual disabilities can learn to do many things. They may just need take more time or learn differently than other children.

How Common Are Intellectual Disabilities?

Approximately 6.5 million people in the United States have an intellectual disability. Approximately 1 – 3 percent of the global population has an intellectual disability—as many as 200 million people.

Intellectual disability is significantly more common in low-income countries—16.41 in every 1,000 people. Disabilities overall are more common in low-income countries.

The United Nations Development Program estimates that 80 percent of all people with disabilities live in low-income countries. While people with disabilities represent approximately one in 10 people worldwide, they are one in every five of the world’s poorest people.