Conceptual skills include language and literacy, concepts of money, time, and numbers, as well as self-discipline.

Social skills encompass interpersonal abilities, social responsibility, self-worth, gullibility, naivete (i.e., wariness), social problem-solving, and the capacity to adhere to laws and norms.

Practical skills include daily living activities (personal care), occupational skills, healthcare, travel/transportation, schedules/routines, safety, handling money, and telephone use.
(American Association on Intellectual and Developmental Disabilities, 2019) 

Since intellectual disability takes many different forms and degrees and the interventions and treatment will vary just as much. What is generally agreed upon, though is early ongoing treatment and collaboration between families, educators, professionals and caretakers of the individual with ID.

-          Medications

-          Orthomolecular therapy

-          Physical therapy

-          Speech therapy

-          Talk therapy

-          Occupational therapy

-          Genetic manipulation. Still in its early stages, genetic manipulation is a promising treatment in the future.
(“Therapies for Intellectual Disabilities and Outdated/Unproven Treatments,” n.d.)


Assistive technologies:

Assistive technologies refer to any equipment or technology that improves or maintains the capabilities of individuals with disabilities. These technologies can be low-tech, MedTech or high-tech and the type of technology used depends on the severity of disability.  Here are some types of assistive technologies for individuals with ID:

·        Cognition aids: For memory retention, attention, and thinking skills. These include Time management tools, graphic organizers, activity planners and reminders.

 

·        Educational aids: To assist with writing and reading difficulties. Examples are screen readers, voice recognition programs, text-to-speech software, graphic organizers and proof-reading software.

 

·        Communication aids: Allow for alternative or easier communication and include audio books, communication cards and communication books. 

 

·        Math tools: These are technologies that can be used to enable students to perform calculations more easily, such as software designed to allow students to do calculations through speech and display results to the teacher.

(Singh, 2021)

Resources

de, F. (2021). Intellectual disability and scientific research: from diagnosis to treatment. Retrieved from https://www.youtube.com/watch?v=8PFHdI4k7A4 

Therapies for Intellectual Disabilities and Outdated/Unproven Treatments. (n.d.). Retrieved from https://www.mentalhelp.net/intellectual-disabilities/therapies-and-outdated-unproven-treatments/

Singh, M. (2021, December 13). Assistive Technology For Students With Intellectual Disabilities. Retrieved from Number Dyslexia website: https://numberdyslexia.com/assistive-technology-for-students-with-intellectual-disabilities/

American Association on Intellectual and Developmental Disabilities. (2019). Defining Criteria for Intellectual Disability. Retrieved from Aaidd.org website: https://www.aaidd.org/intellectual-disability/definition


TherapyTravelers. (2018, February 19). Strategies for Teaching Students with Intellectual Disabilities. Retrieved from TherapyTravelers website: https://www.therapytravelers.com/strategies-teaching-students-intellectual-disabilities/

LDAOeng. (2018, May 4). Assistive Technology for Students with Learning Disabilities - LD@school. Retrieved from LD@school website: https://www.ldatschool.ca/assistive-technology/

Assistive Technology in the Classroom. (2021, March 12). Retrieved from Enabling Devices website: https://enablingdevices.com/blog/assistive-technology-in-the-classroom/#:~:text=Speech%2Dto%2Dtext%20software%20and 

Below are a list of possible assistive technologies, from low-tech to high-tech, for autistic students, as proposed by Rudy (2021).

Low tech

Stress balls, worry beads, and standing desks can be used in order to increase focus and reduce anxiety of autistic students.

As autistic students are usually visual, hands-on learners, color coding, visual reminders and alphabet blocks can aid learning and organization.

Picture boards and cards are other low cost teaching aids.  A teacher can also invest in, or create, social stories. These are simply short stories that aim to demonstrate how one should, or should not, act in social situations. They should include pictures and not be too word-heavy.

As already mentioned, autistic students are visual learners; therefore, videos may be more effective than lectures and oral instruction.  Audiobooks and recordings are also preferable to give the student a chance to replay parts they may have missed due to a lack of focus.

For some students, sound-proof headphones, calculators, and watches with alarms may aid learning.

Similar to the aforementioned social stories, videos can be used to teach students how to act and communicate politely. A platform that caters to such needs is Model Me Kids.

Speech to text software such as LiveScribe and Dragon Home can be useful. Lucidchart is another useful platform that allows students to organize and connect ideas in a visual manner. 

At the expensive end of assistive technologies are a range of robots. These robots can help autistic with everything from social skills to math.

References

Autism Speaks. What is Autism? https://www.autismspeaks.org/what-autism

Rudy, L. J. (2021). Assistive Technology for Autism. https://www.verywellhealth.com/assistive-technology-for-autism-5076159#:~:text=Examples%20include%20battery%2Doperated%20sensory,in%20children%20on%20the%20spectrum

Speech and language impairments tend to emerge at a young age, and the earlier a child is diagnosed and receives services accordingly, the more likely that child can outgrow the disability. Speech-language pathologists work with children with speech and language impairments, as well as with parents and teachers. For example, a speech-language pathologist might work with a child with impaired articulation to help him or her learn to pronounce “s” and “z” sounds correctly.

Assistive Technologies:

1. Augmentative and alternative communication (AAC):

These help people with speech and language impairments with language skills and communication. Examples can range from visual aids which include sign language, communication boards, all the way to speech generating devices.

2.Assistive listening devices (ALD):

These create amplified sound that will transmit sound to the individual and help cut distracting background noise. This would include hearing aids and personal amplifiers to inner cochlear implants that help improve sound transmission to the individual.

3.Devices that alert

These are devices that make loud sounds and can connect to the telephone or can be a part of an alarm system that can produce a light signal or other alert to the individual to let them know something is happening.

4.Infrared systems

These systems are worn by the individual and use alerting devices connected by using infrared light to amplify sounds. The use of infrared systems cannot transmit through walls making it a good choice when private and sensitive information is being shared because it is a closed system that stays within the hearing aids or inner cochlear implant.

5.Personal amplifiers

These help cut down on unwanted background noise when some of the other systems may be unavailable like in a car. Devices that are about cell phone size help increase sound while cutting back on unwanted background sounds.

6.Hearing loop systems

These are also known as induction loop systems where the transmitter converts sound through electromagnetic energy that has four main parts.

Four parts of a hearing loop system include:

7. FM systems

These systems are able to spread amplified sound through radio signals. These can be used in larger areas, like a presentation, where the presenter uses specialized devices, like a microphone, and the individual has a receiver on a special channel to listen to the speech.

Sources:
1.U.S. Gov. (2017, May 2). Individuals with Disabilities Education Act. U.S. Department of Education. Retrieved November 30, 2022, from https://sites.ed.gov/idea/regs/b/a 
2.Hobbs, K. (2021). Assistive Communication Devices for Children with Autism. https://www.autismparentingmagazine.com/assistive-technology-autism/

Here is a video explaining more:
https://www.youtube.com/watch?v=KcxPQ3AYpqo
References:

There are 6 types of emotional disturbances which include but are not limited to the following:
- Anxiety disorders
- Bipolar disorder
- Conduct disorders
- Eating disorders
- Obsessive-compulsive disorder (OCD)
- Psychotic disorders

(Virginia Department of Education, 2019)

Characteristics:
Some of the characteristics and behaviors that can be observed in children can be the following:
1. Hyperactivity (short attention span)
2. Aggression (Acting out)
3. Withdrawal (Not socializing with friends)
4. Immaturity (crying, tantrum, etc.)
5. Learning difficulty (low grade)
(Center for Parent Information & Resources, 2021)

Assistive Technologies:
-Reminder devices: students can sometimes wonder in thought and get distracted so there are these devices whereby a student can wear a watch that occasionally vibrates to gently remind them to get their attention back to class.

Classroom Accommodations:
-Students can benefit from having what's called a "self-monitoring checklist" whereby they tick off action items that have been completed.
-Some students face anxiety at school and having assignments can be anxiety provoking so having the teacher assist by breaking down assignments in shorter segments can help. (Therapy Travelers, 2018)

School Accommodations:

-Counselling can be available to students more often and perhaps a social skills group can be assigned to students are in the same boat suffering from similar emotional disturbances. Being part of a community and not feeling isolated is very important.
-Creative arts therapies/animal assisted therapy can be very helpful and some schools provide this on campus.

Resources:
1. How much do you know ED (Emotional Disturbance)?, Therapy Travelers, 2018. https://www.therapytravelers.com/much-know-ed-emotional-disturbance/
2. Virginia Department of Education, 2019. https://www.fcps.edu/academics/academic-overview/special-education-instruction/procedural-support-disability-categories
3. Center for Parent Information & Resources, 2021. https://www.parentcenterhub.org/emotionaldisturbance/#ref8

- Maza, L. (2022, May 6). Examples of assistive technology in the classroom. Enabling Devices. Retrieved November 30, 2022, from https://enablingdevices.com/blog/assistive-technology-in-the-classroom/#:~:text=Speech%2Dto%2Dtext%20software%20and,benefit%20from%20communicators%2C%20as%20well.

- Fairfax County Public Schools. (n.d.). Disability categories. Disability Categories. Retrieved November 30, 2022, from https://www.fcps.edu/academics/academic-overview/special-education-instruction/procedural-support-disability-categories
- About DCMP. The Described and Captioned Media Program. (2022). Retrieved November 30, 2022, from https://dcmp.org/about-dcmp 

Assistive Technology 
Organization - Google Keep-a note taking program that allows students to take notes, schedule reminders, and create checklists. 

Behavior Tracker-Teacher created checklist that allows students to monitor their behavior.

Timers-These allow students to see how much time is left for a task and help them make smooth transitions. 

Digitial Graphic Organizer-Mindomo-This allows a student to organize information and easily move it unlike hand-written  mind map graphic organizers. 

References 
National Centre for Mental Health
https://www.youtube.com/watch?v=YeamHE6Kank

Center for Disease Control 
https://www.cdc.gov/ncbddd/adhd/facts.html#:~:text=ADHD%20is%20one%20of%20the,)%2C%20or%20be%20overly%20active.

Fairfax County Public School
https://www.fcps.edu/academics/academic-overview/special-education-instruction/assistive-technology-services-ats-6

Intervention Central
https://www.interventioncentral.org/tools/self-check-behavior-checklist-maker

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

Mindomo
https://www.mindomo.com/

Impact on Education
"Young children with early onset severe vision impairment can experience delayed motor, language, emotional, social and cognitive development, with lifelong consequences. School-age children with vision impairment can also experience lower levels of educational achievement." (WHO,2022)

“Assistive technology” refers to a range of tools, devices, and strategies that allow a student to accomplish a task that they would otherwise be unable to do, or would have difficulty accomplishing effectively. Assistive technology can be simple or complex. Examples of low tech tools for students with visual impairments might include enlarged text or raised line paper, while high tech tools may encompass digital tools that “read” to the student, connect to a braille display, or even incorporate GPS.

Here are some great examples of assistive technologies used today;

References
1. RNIB - Nov 2017 - Understanding Vision Impairment in Children - Lily-Grace - [video] https://youtu.be/7wGP_k_UP9c

2. World Health Organisation - Blindness and vision impairment (2022)

3. IDEA Special Education Categories [video]The IDEA's Special Education Categories: Visual Impairment Including Blindness (2017) https://youtu.be/Bnfx3EIrCPI

4. Nemours Children's Health - Jonathan H. Salvin, MD (2016) Visual Impairment 

5. Lisa R. Tebo, M.Ed., OTR/L, ATP - A Resource Guide to
Assistive Technology for Students with Visual Impairment

6. https://www.esighteyewear.com/

The phrase actually refers to a person who has some degree of vision and hearing loss. The level of visual or hearing loss will vary from person to person. Deaf blindness, according to the National Dissemination Center for Children with Disabilities (abbreviated as NICHCY), does not always imply total loss. Deaf blindness is more accurately referred to as deafness multiplied by blindness than as deaf plus blindness. Although some people are fully deaf and completely blind, most deaf-blind people still have some degree of residual hearing or vision. (The Definition of ‘Deaf-blindness’ in Special Education, n.d.)
Deaf blindness can be classified as low incidence. The services for the deafblind are very specific and different than that of someone who is just blind or just has hearing loss. The loss of both senses affect behavior, intelligence and learning potential is underestimated. 

Assistive technologies (Foley, 2019)

Depending on their particular needs, deaf-blind people employ a combination of AT for blind users and AT for deaf people.

 

AT for visual disabilities

Screen readers: An application that analyzes a website's layout and content and produces text-to-speech translation. The user can control the playback speed, and commands let them click links, skip from heading to heading, and perform other crucial operations.

Braille displays: A tool that converts digital text into finger-readable braille dots.

Dictation: Using voice commands, a user may navigate, type, and interact with websites thanks to speech recognition software.

AT for hearing disabilities

Alerting devices: A gadget that transforms an audio alert (such as a doorbell or an alarm clock) into a perceivable visual or physical alert.

Telecommunications: Amplified telephones, TTY / TDD, Text-to-911, and video chat.

Enhanced listening: An audio feed can be directly connected to a person's hearing aid or cochlear implant using systems.

Visual communication: A visual representation of audio information is provided by captions and transcripts.

- A person who is deaf-blind can use braille devices to translate documents and transcripts that have been designed with accessibility in mind.

- In Virginia, a resident who is deafblind can use TTY (text telephone)-to-braille to make phone calls with the assistance of a Virginia Relay Communication Assistant in which the deaf-blind person uses their braille device to read the messages that the CA types out and acts as a translator between the two parties.

- For persons who are deaf-blind, the government program iCanConnect provides free technology and training. This program's goal is to provide deaf and blind people with access to the technology they need to maintain social connections. This includes braille devices, computers, tablets, smartphones, vibrating alert devices, accessories, and software.                       

References 

Program Helps Deaf-Blind Access Technology. (2014, April 8). Retrieved December 3, 2022, from https://www.youtube.com/watch?v=b-_iOZCZAPI

The Definition of “Deaf-blindness” in Special Education. (n.d.). Retrieved November 30, 2022, from https://www.specialeducationguide.com/disability-profiles/deaf-blindness/

Early Intervention Vision Services and Deaf-Blind Awareness. (2021, July 8). Retrieved December 3, 2022, from https://www.youtube.com/watch?v=lKn-h7kltSc 

Foley, E. (2019, August 9). Understanding Assistive Technology: How Do Deaf-Blind People Use Technology? | Level Access. Retrieved December 3, 2022, from https://www.levelaccess.com/understanding-assistive-technology-how-do-deaf-blind-people-use-technology/

A disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations. The term includes such conditions as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. The term does not include learning problems that are primarily the result of visual, hearing, or motor disabilities; of intellectual disability; of emotional disturbance; or of environmental, cultural, or economic disadvantage. (B.I.G. Solutions, 2021)

More specifically, I am interested in researching more information, assistive technologies, and other accommodations regarding dyslexia.

A language-based disability that affects both oral and written language. It may also be referred to as a reading disability, reading difference, or reading disorder. (Colorín Colorado, 2019)

Please click on the link below to learn more about dyslexia:

https://www.youtube.com/watch?v=kE3DqJP-nkI

1. Learning Ally

2. All About Spelling

3. Dyslexia Quest

4. Sound Literacy

5. Co-Writer

6. E-readers and tablets

7. Reading Intro by Oz Phonics

8. Ginger Page

9. Glasses and colored overlays

10. Smartpens

For more details and information about each tool please follow the link:

 

B.I.G. Solutions. (2021). 13 Categories of Disability Under IDEA Law. B.I.G. Solutions, LLC. https://behavioralinspiredgrowth.com/special-ed-resources/categories-disability-idea-law/

Colorín Colorado. (2019). Dyslexia. WETA Public Broadcasting. https://www.colorincolorado.org/glossary/dyslexia

Gillis, M. (2018). What Is Dyslexia? | Dyslexia Explained. Understood.org. https://youtu.be/kE3DqJP-nkI

Scanmarker. (April 25, 2021). 11 Essential Tools to Help Children with Dyslexia. Scanmarker LLC. https://scanmarker.com/2021/04/25/11-essential-tools-to-help-children-with-dyslexia/

Willner, L.S. (2016). Adjusting instruction for ELLs with disabilities: Dyslexia.  Colorín Colorado, WETA Public Broadcasting. https://youtu.be/MWxespPvXJY

Incidence: 
·       About 2 to 3 out of every 1,000 children in the United States are born with a detectable level of hearing loss in one or both ears. (2)
·       Approximately 15% of American adults (37.5 million) aged 18 and over report some trouble hearing. (3)

 Ways to make your classroom more accessible to children with hearing impairment WITH ADDITIONAL TECHNOLOGY

Loop Systems:  A loop system is also known as an audio induction loop.  It consists of a microphone to pick up the auditory information and an amplifier that processes the signal that is then sent through the loop cable.  A loop cable is a wire placed around the perimeter of a specific area such as a church, meeting room, service counter, etc. that transmits a magnetic signal to the hearing aid.  A HI (hearing impaired) student uses the T coil function on their amplification device to pick up the magnetic wireless signal that is being sent from the loop. (5)

FM systems: FM systems are wireless devices that enhance the use of personal amplification devices such as hearing aids and cochlear implants (CI).  They can also assist those who don’t wear a personal amplification device but are hard of hearing access auditory information better in a noisy environment or across large distances.  An FM system has two parts: the transmitter worn by the speaker and the receiver worn by the HI student. The transmitter picks up the audio signal via a microphone and sends the signal directly to the receiver.  FM systems are used to reduce background noise and effects of distance on hearing. (6)

Streaming devices: A streamer is a small device worn around the neck on a cord.  It connects sound wirelessly from a mobile phone, laptop, tv, mp3 player or any other device directly to the amplification device worn by the HI student. (7)

Alerting Devices: An alerting device is used to keep people connected and safe in everyday situations, such as an alarm clock .  Alerting devices use visual, vibrotactile or auditory signals to alert the HI student. (11)

Deaf/Hard of Hearing Services: Many services are available to HI students that help support communication.  These can include the following:

 

 

References:

1)     The Individuals with Disabilities Education Improvement Act of 2004, formerly the Education of the Handicapped Act (P.L. 94-142) https://dphhs.mt.gov/schoolhealth/chronichealth/developmentaldisabilities/hearingimpairment

2)     Centers for Disease Control and Prevention (CDC). Identifying infants with hearing loss - United States, 1999-2007. MMWR Morb Mortal Wkly Rep. 59(8): 220-223.
Vohr B. Overview: infants and children with hearing loss—part I. Ment Retard Dev Disabil Res Rev. 2003;9:62–64.

3)     Blackwell DL, Lucas JW, Clarke TC. Summary health statistics for U.S. adults: National Health Interview Survey, 2012 (PDF). National Center for Health Statistics. Vital Health Stat 10(260). 2014.

4)      Australian Disability Clearinghouse on Education and Training (ADCET) 2022 https://www.adcet.edu.au/inclusive-teaching/specific-disabilities/deaf-hearing-impaired

5)     Loop Systems: https://www.hearinglink.org/living/loops-equipment/hearing-loops/what-is-a-hearing-loop/

6)     FM system options: https://www.phonak.com/us/en/support/product-support/accessories/further-accessories-fm-systems.html

7)     Streaming device options : https://hearwi.org/

8)     Relay Services: https://www.nad.org/resources/technology/telephone-and-relay-services/relay-services/

9)     Closed Captioning Services: https://www.core77.com/projects/55969/A-Wearable-Captioning-Device-for-the-Hearing-Impaired

10)  Cart Services: https://deafservicesunlimited.com/capabilities/captioning/?gclid=CjwKCAjwoZWHBhBgEiwAiMN66Q2mLjjzKTWJtTR7R66Y-3tiFYEEhBUQDELbGGb2JxlE_5Yl7DBvDRoC8voQAvD_BwE

11)  Alerting device options: https://www.chchearing.org/assistive-listening-and-alerting-devices