(Reference: Prevalence data for ASD comes from the CDC’s Autism and Developmental Disabilities Monitoring (ADDM) Network.)

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.

There are three steps to use our device to make a request.
Step 1: Start by modeling how it’s done!
Step 2: Any time the device user tries to repeat the word, or say the word, make sure to reward him! 
Step 3: Any time you’re the individual tries to communicate using the device, make sure to reward him or her! 
(Reference: Tips for Using Assistive Technology Devices, Autism Speaks https://www.autismspeaks.org/tips-using-assistive-technology-devices)

https://www.adcet.edu.au/inclusive-teaching/specific-disabilities/intellectual-disability

The autism diagnosis age and intensity of autism’s early signs vary widely. Some infants show hints in their first months. In others, behaviors become obvious as late as age 2 or 3.

Not all children with autism show all the signs. Many children who don’t have autism show a few. That’s why professional evaluation is crucial.

The following may indicate your child is at risk for an autism spectrum disorder. If your child exhibits any of the following, ask your pediatrician or family doctor for an evaluation right away:

By 6 months

By 9 months

By 12 months

By 16 months

By 24 months

At any age

Infants and young children with brain injuries might not be able to communicate headaches, sensory problems, confusion and similar symptoms. In a child with traumatic brain injury, you may observe:

There are apps available for both iPad and android tablets that provide a tech tool for increasing fine motor skills. Such as "Crabby Writer" "Little Writer"

(Reference: Assistive Technology for Developmental Delays, Part 1, Rachael Hope, from Youtube)

 We can create visual schedules on apps, which help improve behaviors related to changes in a routine and reinforce or teach abstract concepts, such as time and actions, and break down multi-step tasks into smaller, more manageble parts. It also can help increase child's independence by improving his ability to complete parts of his routine with less help or prompting.

Resource: https://assistedtechnology.weebly.com/assistive-technology-for-deafhard-of-hearing-children-erin-turner.html#:~:text=FM%20System%2D%20FM%20systems%20send,%2C%20or%20a%20headset%2F%20earbuds.

Resource: https://assistedtechnology.weebly.com/assistive-technology-for-deafhard-of-hearing-children-erin-turner.html#:~:text=FM%20System%2D%20FM%20systems%20send,%2C%20or%20a%20headset%2F%20earbuds.

Resource: https://do2learn.com/disabilities/CharacteristicsAndStrategies/EmotionalDisturbance_Characteristics.html#:~:text=A%20student%20with%20an%20emotional,be%20generally%20unhappy%20or%20sad.

Resource:
https://do2learn.com/disabilities/CharacteristicsAndStrategies/EmotionalDisturbance_Characteristics.html#:~:text=A%20student%20with%20an%20emotional,be%20generally%20unhappy%20or%20sad.

Resource：
https://www.ssmhealth.com/cardinal-glennon/conditions-treatments/developmental-pediatrics/developmental-delay

Resource: https://www.mosaicearlyintervention.com.au/blog/global-developmental-delay#:~:text=diagnosis%20is%20given.-,How%20Does%20Global%20Developmental%20Delay%20Affect%20Learning%3F,take%20longer%20than%20their%20peers.

Resource: https://www.who.int/news-room/fact-sheets/detail/deafness-and-hearing-loss

A text-to-speech software such as that found within the Microsoft programs could be an ideal solution. Students can sit back and listen while the computer or tablet reads to them, preventing them from trying to engage too many brain systems at one time.

 A reminder device such as a vibrating watch might be a good way to get students' attention back. This quietly prompts them to refocus on the task at hand without teacher intervention. As a result, they can feel significantly more independent when teachers have fewer reasons to chastise them.

Many computers or tablets have voice recognition software built into their platform. If a student struggles with the physical act of writing or translating their thoughts onto paper, teachers may need to consider allowing them to use this software. This gives them an opportunity to say what they would like to put on paper while the computer handles the rest. This can avoid the frustration that comes from a lack of fine motor skills or the inability to concentrate.

Noise sensitivity can be a big issue among students with behavioral disabilities. The overstimulation from their environment can become a major trigger for their behavior problems. Teachers should be mindful of the volume inside their classroom at all time. Assistive technology can help you to monitor it with the Talk Light. This provides educators with a tangible way to realize when volumes are reaching unacceptable levels for sensitive students. 

Resource: https://www.weareteachers.com/teaching-blind-students-visually-impaired/

For students who are visually impaired, speech synthesizers and screen readers may be beneficial. These speech software programs display text and read aloud to the student, highlighting each sentence to improve visual tracking as well.
Communicators
Many types of communicators tailor to students’ unique needs. When choosing a communication device for your learner, consider their needs and how they will interact with the device. As an example, if your student has motor restrictions, they will benefit from communicators with larger switches. Or, if your learner regularly navigates the school building, they may prefer wearable communication devices so they can communicate on the go.
Timers
For students who are visually impaired, choose a timer that displays the remaining time in a vibrant color so they, too, can easily decipher how much time is left.

Resource:
https://enablingdevices.com/blog/assistive-technology-in-the-classroom/#:~:text=Speech%2Dto%2Dtext%20software%20and,benefit%20from%20communicators%2C%20as%20well.

Persons with deaf-blindness use different communication methods. Persons with deaf-blindness may be accompanied by an intervenor, a professional who is trained in tactile sign language. This sign language involves touching the hands of the client using a two-handed, manual alphabet, also known as finger spelling.

It is normal for children to have trouble focusing and behaving at one time or another. However, children with ADHD do not just grow out of these behaviors. The symptoms continue, can be severe, and can cause difficulty at school, at home, or with friends.

A child with ADHD might:

（Resource：https://www.cchatsacramento.org/blog-and-events/assistive-technology-for-children-with-hearing-impairment-in-classroom）

（Resource：https://numberdyslexia.com/assistive-technology-for-students-with-intellectual-disabilities/）

2. Low-tech AAC - Any type of aid that does not require batteries or electricity. This includes things like a simple pen and paper to write messages on, as well as pictures boards, that can be carried to aid communication. On picture boards, users can point to images, words, pictures, drawings, or letters in order to communicate their message. The pointing might be done with the user's hands, other body parts, eye gaze, or a pointer held in the hands or mouth. 

3. High-tech AAC - Any aid that requires electricity or batters. This includes specialized devices, software, smartphone applications, electronic communication boards, and keyboards. Many high-tech AAC devices are Speech Generating Devices, which means they can produce digitized speech when the user either types a message or presses on images, words, or letters.

Below are just some examples of what AACs can look like
Resource:https://guides.library.illinois.edu/c.php?g=613892&p=4265891

Frequency Altered Feedback (FAF)- Frequency Altered Feedback devices are similar to DAF but rather than delaying the user hearing their own voice, they change the pitch at which the user hears their own voice.
(Resource: https://guides.library.illinois.edu/c.php?g=613892&p=4265891)