Low Tech: Creating a calendar of the week help students understand daily activities and can also help with visual impairment. Also, sensory items can help with understanding of items for example if students are learning about forest they can get different types of leaves and branches to understand the concept.  

 

High Tech: Students can use ipads with apps to allow for text-to-voice, being able to choose pictures and different forms of communication. This can help students who have trouble speaking or writing and help their development in the classroom. 

 

J. (n.d.). Ideas to engage students with significant multiple disabilities in activities during the summer holidays. Retrieved April 09, 2021, from https://www.pathstoliteracy.org/blog/ideas-engage-students-significant-multiple-disabilities-activities-during-summer-holidays

Logsdon, A. (2019, August 01). Supporting and teaching students with multiple disabilities. Retrieved April 09, 2021, from https://www.verywellfamily.com/what-are-multiple-disabilities-2162512

Multiple disabilities. (n.d.). Retrieved April 09, 2021, from https://www.educationcorner.com/multiple-disabilities.html

students with orthopedic impairments typically have the same cognitive abilities as their peers without disabilities. Because of this, school staff should try to include these students in mainstream classes as much as possible. The IDEA law states that students should be educated in the least restrictive environment when appropriate 
The extent to which a child's education is affected due to their impairment varies. Factors such as the type and severity of the impairment play a role. While many students with orthopedic impairment do not have cognitive or learning problems, some may experience related neurological or motor issues that can affect sensory processing, perception, and learning.

For example, impairments such as amputations and fractures can impact attendance, making it harder for kids to keep up academically. Other impairments that have accompanying brain involvement such as birth trauma and cerebral palsy may lead to learning difficulties resulting from sensory and cognitive issues
No tech:
The Lead Teacher Collaboration Model

In classrooms with a lead teacher, often the regular classroom teacher delivers the
instruction in the subject area. The special education teacher is an observer who works with children after instruction to provide specially designed instruction, ensure understanding, and to provide adaptations and modifications
Pull-Out Collaboration Model

 In some settings, rather than having special education teachers or therapists "push into" general education classrooms, students are "pulled out" for services. In such situations, students might leave the classroom for therapies or particular subjects, and then return to the general education classroom. When this occurs, the general education teacher collaborates with the special needs professional to be sure the student's needs are being met.
Team Teaching

Team teaching involves general education and special needs teachers working together simultaneously to teach a classroom of students. Either teacher who has the necessary background knowledge in the subject introduces new concepts and materials to the class. Both teachers work as a team to reinforce learning and provide assistance to students as needed. Special education teachers provide specially designed instruction to students with IEPs, and regular education teachers can assist with this as well.
Cerebral Palsy

     Cerebral Palsy is a  commonly seen disorder that affects muscle tone, movement, and motor skills.  This disorder usually is caused by brain damage that had occurred  before or during a baby's birth. It can also occur during the first 3 to 5 years of a child's life which is a long life disorder to live with.  Symptoms such as exaggerated reflexes, floppy or rigid limbs, and involuntary motions are all exhibited from those who have Cerebral Palsy which are shown in early childhood.  There are a few long term treatments Long-term that include physical as well
My Experience:
Person Name: Jeson
Age :5 years
Problem: Cerebral Palsy
Classroom Adjustments:
1.Separate Seating
2.Seating near the door
3.Helper for walking 
4.Emotional Level adjustment
5.Helper for ensuring his helmet and walker.
6.His twin brother help him for doing some activity.

Current consensus with 5 votes:
60% high incidence
40% low incidence

There are 5 kinds of Specific learning disabilities:

These kinds of disabilities are often hereditary. They are quite prevalent and symptoms are often confused with other disorders.

SLD Symptoms:

Low Tech:
Use flash cards, or illustrations to help students with SLD learn key info. Allow them to do assessments verbally rather than written down.

Mid Tech:
 Kids can use graphic organizing tools to make concept maps. They can also listen to audiobooks and get audio versions of their text books. Teachers and send them recordings of classes to help them review specific information. Electronic math worksheets online can help kids with dyscalculia.

High Tech:
Kids can use high tech tools like an abbreviation expander that allows predictive text to save them keystrokes. Optical character recognition allows scanned copies of text to be read aloud through a device. Speech recognition programs allow the user to speak into a device and have their speech convert to characters on a pad.

Steve and Shelly's Special Needs Procedures Flowchart:
MICA and BIS Special Needs Procedure and Strategies-ShellyandSteve.pdf

After seeing these great resources that are available to students with SLD, I will recommend these to my school to assist those who need it.
Furthermore, in Activity 1 I recommend specific strategies which could also benefit students with SLD. I think that the Specialized Teaching Strategies I referenced would also apply to many of the students who fall under this category by allowing them to be differentiated according to their abilities.
My experience: 

Lily Shim-Grade 5 student

Problem: Dyslexia

Classroom Adjustments:

Citations:
Demirdağ, S. (2014). Effective teaching strategies and student engagement: Students with learning disabilities. International Journal of Teaching and Education, 2(3), 168-175.

Stanberry, K., & Raskind, M. H. (2009). Assistive technology for kids with learning disabilities: An overview. LD Online.

Education of children who are blind or visually impaired. (2020). Retrieved April 10, 2021, from https://familyconnect.org/education/