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Assistive Technologies for the Disability Categories Under IDEA (High…

- - - - (A) An inability to learn that cannot be explained by intellectual, sensory, or health factors
      - (B) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers.
      - (C) Inappropriate types of behavior or feelings under normal circumstances.
      - (D) A general pervasive mood of unhappiness or depression.
      - (E) A tendency to develop physical symptoms or fears associated with personal or school problems.” (2)
    - - Anxiety Disorders
      - Bipolar Disorders
      - Conduct Disorders
      - Eating Disorder
      - Obsessive Compulsive Disorders
      - Psychotic Disorders
    - - Hyperactivity (short attention span, impulsiveness)
      - Aggression or self-injurious behavior (acting out, fighting)
      - Withdrawal (not interacting socially with others, excessive fear or anxiety)
      - Immaturity (inappropriate crying, temper tantrums, poor coping skills)
      - Learning difficulties (academically performing below grade level)
    - - Of the 74.5 million children in the United States, an estimated 17.1 million have or have had a psychiatric disorder. (6) Half of all psychiatric illness occurs before the age of 14, and 75% by the age of 24.
    - - Talklights- a classroom traffic light that monitors the noise level in the room, helping some students who get overwhelmed or distracted easily by noise
      - Vibrating or timed watches- help students stay on track or refocus
      - iPod: plays calming music for the classroom
      - Stop Go! Helps students transition from activity to activity, hopefully minimizing disruptive
        behavior
      - Class Dojo helps students track their behavior with a point system.. Parents have access to this system so they are kept up to date!
    - - Incentive Charts- keep students on track by rewarding positive points for positive behavior/tasks.
      - Behavior Charts
      - Help students create and achieve goals with vision boards
      - Mindfulness Exercises and apps
      - Model Appropriate Self-Expression
      - Model Emotional Consistency
      - Teach Positive Reinforcement
      - Allow extra time on assessments
  - - - Categories
        
        Articulation -- difficulty making certain sounds
        
        Fluency -- disruption to the flow of speech, usually a stutter; it includes physical tension in the jaw, cheek or fists
        
        Voice -- problems associated with pitch, loudness, resonance, or quality of the voice; it includes faint, raspy, nasal, hoarse, etc. sounds or difficulty producing sound.
        
        Language -- this category relates to meanings, rather than sounds; it refers to an inability to understand meaning in context and it falls under difficulties in expressive, receptive or mixed categories of language use.
      - Incidence
        
        1.1 million students receiving support from IDEA of 6.1 million in total were served under this category in the 2005-2006 school year.
        
        This did not include children with speech or language impairments arising from other categories such as deafness, intellectual disability or autism, etc.
      - Assistive technologies
        
        Speech synthesizers
        
        Speech aids: Speech bulb and palatal lift for individuals cleft palate
        
        Apps for apraxia and dysphagia (Apraxia Ville and Dysphagia2go)
        
        Apps for Augmented and Alternative Communication (AAC)
        (Spectronics - http://www.spectronics.com.au/article/iphoneipad-apps-for-aac)
        
        Speech tablets for Apraxia program (ipads with specialized software)
        
        Communication boards
      - Other Accommodations
        
        Speech pathologists -- trained professionals in this area;
        this can include online therapy: http://info.tinyeye.com/
        
        Speech practice methods including modelling correct speech and practice exercises for students
        
        Teach vocabulary in context
        
        Provide time and opportunities for practicing new language skills
        
        Use multisensory education
        
        Oral Presentations for students with fluency issues should be untimed and reading assessment should be based on multiple factors, not on oral presentation alone (https://westutter.org/wp-content/uploads/2016/11/Oral-Reading-Fluency-2015.pdf)
  - - - Dyscalculia - a disorder that affects the ability to calculate and process mathematical equations
      - ADHD (Attention Deficit Hyperactivity Disorder) - a disorder that affects the ability to pay attention and focus on a task
      - Dysgraphia - a disorder that affects the ability to write
      - Dyslexia - a disorder that affects the ability to read and comprehend text
      - Processing Deficits - a disorder that affects the ability to process sensory information, especially visual and auditory
    - - ADHD – iPads, smart boards, computers, electronic graphic organizers, highlighters, timers, stress balls, clickers
      - Dyscalculia - iPads, smart boards, computers, electronic graphic organizers, math manipulatives, remedial software: (The Number Race, Math Kit, Basic Math Facts: Add, Subtract, Multiply, Divide, Math Edit (Creates Math on E-paper), Math Mysteries: Fractions, Math Pad for PC/MAC), math charts, multiplication tables, calculators
      - Dysgraphia - iPads, smart boards, computers, electronic graphic organizers, WYNN Literacy Software Solution, Kurzwell 3000, The Quicktionary Reading Pen
      - Processing Deficits - iPads, smart boards, computers, personal listening devices (PLD), sound field systems, noise-canceling headphones, audio recorders, text-to-speech software
      - Dyslexia - iPads, smart boards, computers, electronic graphic organizers,text-to-speech software, audiobooks, speech-to-text software, word prediction software, dictionaries
    - - As of 2015, about 5.9 million students in the U.S. received special education services under IDEA. Almost 39 percent of these students—roughly 2.3 million—qualified with a specific learning disability. (State of Learning Disabilities, 2016)
      - 1 in 5 children have learning and attention issues (National Center for Learning Disabilities, 2016) *
      - Definition: The Individuals with Disabilities Education Act (IDEA) defines a specific learning disability as “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.”
    - - Dyscalculia - allow for extra time on tests, break down worksheet into sections, give more space to write problems and solutions, let the student talk about how to solve the problem
      - Dysgraphia - allow for extra time on tests, grade on what student knows not handwriting, handout worksheets so less to copy, help student break writing assignment into steps
      - ADHD - give directions aloud, use graphics and pictures, create a signal to get students attention, keep instructions simple, use reward system
      - Processing Deficits - provide a quiet place for independent work, seat student near teacher and away from the window, give signals to alert child to important facts, encourage the student to say: can you explain that again
      - Dyslexia - Give step-by-step instructions, repeat instructions, check if instructions are understood, small group teaching, provide notes from the lesson, check skills daily, pre-teach new and important concepts, partner up to study (one writes, other speaks)
  - - - an impairment in vision in which even with corrective methods, the student's ability to learn is affected.
    - - 455,462 children with vision difficultyAmerican Foundation for the Blind. (2017, January). Children and youth with vision loss. New York: Author. Online at: http://www.afb.org/info/blindness-statistics/children-and-youth/children-and-youth-with-vision-loss/235
        42000 with severe vision impairment
        61739 are legally blind ( American Foundation for the Blind. (2017, January). Children and youth with vision loss. New York: Author. Online at: http://www.afb.org/info/blindness-statistics/children-and-youth/children-and-youth-with-vision-loss/235
    - - For Reading
        
        Audio Books
        
        Digital Text that allows students to change font size , color contrast which can help see the words and graphics better. Also these software come with text audios
        
        Video Magnifiers
      - For writing
        
        Word processor with specialized software and Braille display
        
        Digital Voice Recorders that allow students to record their own notes and transcribe them
        
        Manual and Electric Braille writers
        
        Portable Braille Notetaker
        
        Braille Embosser that allows students to print their work and the work of other students in Braille Format
      - Other
        
        Specialized Subject software that allows to display larger fonts with built-in audio
        
        3D printers that allows students to build 3D models of visualizes so they can use their sense of touch in the learning process
      - Technology in Action
        
        https://youtu.be/lLaUx7BJ4r0
    - - Classroom design and seating arrangement. teacher should make sure that there is room for the student to move without risking falling and running into objects. Also seat the student close to the front of the class and near the exit
      - Braille Labeler to label items and other objects in the room in Braille print so student can identify them
      - Large print Posters and Braille measuring devices
      - handheld magnfiers
      - Braille Textbooks
  - - - Autism Spectrum DisorderASD (AU)
        
        Yes. IDEA provides federal funds under Parts B and C to assist states and local education agencies in meeting IDEA requirements to serve infants, toddlers and youth with disabilities.
        
        IDEA requires the development of an Individualized Education Program (IEP) document with specific content and a required number of participants at an IEP meeting.
        
        Any person who (1) has a physical or mental impairment that substantially limits one or more major life activities,
        
        Any person who (1) has a physical or mental impairment that substantially limits one or more major life activities, Major life activities include walking, seeing, hearing, speaking, breathing, learning, working, caring for oneself, and performing manual tasks.
        
        A comprehensive evaluation is required. A multidisciplinary team evaluates the child, and parental consent is required before evaluation. IDEA requires that reevaluations be conducted at least every 3 years.
        
        Individuals with ASD may demonstrate difficulty with: Communication: both verbal and nonverbal Sensory processing: may have sensitivity to sound, light, and touch Social interactions: may not make eye contact, pick up on social cues, or understand personal space Behavior: may have obsessive tendencies, exhibit outbursts, or wander.
        
        What causes ASD? While the exact cause of ASD is unknown, the CDC states that autism is caused by “environmental, biological, and genetic factors.”
        
        Autism Speaks
        www.autismspeaks.org 1- 888-288-4762
        CDC www.cdc.gov 1-800-232-4636
        
        Children ages 3-21 who need special education and related services. Categories include autism
        
        IDEA describes specific requirements for local education agencies to provide impartial hearings for parents who disagree with the identification, evaluation, or placement of a child.
  - - - Definition: Intellectual disability, formerly labeled “mental retardation,” is defined by the Individuals with Disabilities Education Act (IDEA) as “significantly subaverage general intellectual functioning, existing concurrently [at the same time] with deficits in adaptive behavior and manifested during the developmental period, that adversely affects a child’s educational performance.” There are two key components within this definition: a student’s IQ and his or her capability to function independently, usually referred to as adaptive behaviour.
        Source: Special Education Guide. (2018) Intellectual Disability. Retrieved from https://www.specialeducationguide.com/disability-profiles/intellectual-disability/
        
        Incidence
        
        Students within the Mild Intellectual Disability (MID) category may have Intelligence Test results (IQ’s) between 71 and 79 (2nd to 9th percentile).
        
        Additionally, the term Mild Intellectual Disability may also be described as Borderline Intellectual Functioning or Slow Learner.
        
        Under 70 Full-scale IQ (+-5) an individual identified as MID might more appropriately be diagnosed as experiencing mild mental retardation provided there are also deficits in at least two areas of adaptive functioning and the onset is prior to age 18.
        
        Typical areas of difficulty include literacy, numeracy, organization and memory functioning. Incidence Sources: Disability Issues. (n.d.) Mild intellectual disability (MID). Retrieved from http://www.disabilityissues.ca/english/Link_docs/MID_Guide.pdf
        
        Many students with MID present well, may have good verbal/conversational skills, and consequently, others may expect more from them than they are able to produce in the average academic situation without extensive supports.
        
        Students with MID usually have greater adaptive functioning skills. However, they tend to be concrete thinkers, have difficulty generalizing previously learned information, and may display poor judgment, poor concentration, and poor planning skills.
        
        Indicators
        
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        Intervention
        
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        Assistive Technology
        
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  - - - Some AT devices to implement when teaching a student with Multiple Disabilities are listed below.
        *Talking Tactile Tablet
        • Tactile and Picture Symbols
        • iPad apps
        o Cause and Effect apps
        o Literacy apps
        o Switch Accessibility apps
        o Communication apps
        • Websites and Computer Programs
        • Switches
        • Students using a switch to access a talking book
        • Digital Book Player
        • Two switches and communication boards
        • Student using two switches in switch-scanning skills
        • Basic choices using AT
        • Using two switches to access curriculum
        • Examples of multiple choice answers
        • Social Interactions
        • Examples of daily schedule
        • Choices
        • Student using two switches on Boardmaker
  - - - AT devices: There are no specific technological devices that are recommended for students with AD/HD, but there are a number of tools that can be helpful in strengthening and supporting the organizational abilities of these individuals.
        Low tech devices such as notebooks and dividers can be utilized to record and organize assigned homework and classroom tasks. For older students, personal digital assistants, dictating machines, and a variety of computer programs can perform the same task.
        For most students in the other health impairment category, it is the needs of the individual that drive the designation of appropriate assistive technology. For the most part, the majority of these students can access and benefit from the same technological supports that are used with their normally developing peers.
- - - - Incidence: Children aged 6-21 in U.S 71,964 (U.S. Department of Education, 2006)
        
        Other Accomodations
        
        Regular speech, language, and auditory training from a specialist
        
        Body Movement: eye gazing, head nodding yes or no, body language, facial expressions, gestures, photo symbols
        
        Finger spelling
        
        Sign-Language
        
        Sign-language interpreter can help translate teacher lectures or student discussions
        
        Receive assistant from a notetaker so child can concentrate on lip-reading
        
        Priority seating at the front of the class to make lip-reading easier
        
        Assistive Technologies
        
        Amplification Systems
        
        Power-Point Presentation
        
        Apps such as Visual Manipulatives! or Notability
        
        Text-to-speech assistive technolog, such as ClaroRead or Read&Write
        
        captioned films/videos
  - - - is an impairment in hearing that is either fluctuating or permanent which affects a child's education.Deafness is not included in this catregory
    - - 12,000 children are born with some type of hearing impairment
        10,000 children start to lose their hearing between ages 6-11 (Centers for Disease Control and Prevention, 2010
    - - Hearing Aids
      - Asssistive Amplification technology which can enhance residual hearing
      - Visual and Vibrating Alert system to grab the attention of the student
      - Flexible delivery of teaching material via electronic media
      - Voice Recorders allows student to record lessons and instructions and they can listen to them later at an appropriate volume
      - Speech to texts softeare. Thee are many apps that can transcribe speech into text
      - Use of Smart Boards to write down information. The information then can be saved and sent to the student for reference
      - TECHNOLOGY IN ACTION
        
        https://youtu.be/RBrnvGKLF_Q
      - CAN ALSO USE
    - - so please refer to Speech and Language Impairment
    - - Ensure Background noise in classroom is minimized
      - Provide lessons in a form of visuals and in written form
      - Teachers should face student when giving instruction to allow student to lip-read
      - CAN ALSO USE
  - - - Cognitive Delays - This is the inability to reach milestones in thinking, learning, and solving problems
      - Motor Delays - This is the inability to reach milestones in motor skills (coordination, fine motor skills, gross motor skills)
      - Social, Emotional, and Behavioral Delays - This is the inability to reach milestones in communication, social skills, and emotional stability
      - Speech Delays - This is the inability to reach milestones in language, vocabulary, and clarity of speech
    - - Motor Delays - Apps (Bugs and Buttons, Little Digits, Dexteria, Dexteria Jr., Chalk Walk, Awesome Xylophone, iTrace—Handwriting for Kids, iWriteWords (Handwriting Game)), writing support tools for fine motor skills (BigGrip Pen Grip), Robots
      - Social, Emotional, and Behavioral Delays - Apps (How would you feel if…, Social Quest, Model Me Going Places, Social Navigator, Touch and Learn – Emotions), Behavior Visual Cards, FM System, Robots
      - Cognitive Delays - Apps (Proloquo2Go, Noddy Toyland Detective, The Famous Five Adventure Game, Dr. Panda Café, ModMath, Speech with Milo), Robots
      - Speech Delays - Apps ( (Augmentative communication (AAC for short)), Proloquo2Go, Minimal Pairs Academy, Puppet Pals Theatre, Language Empires, Language Adventures, Match2Say), Audobooks (AbleNet Bookworm, Audible), FM System
    - - Affects close to 4% of kids between 2 and 11 in the U.S.
      - Boys are more likely to be diagnosed than girls, although both screened equally
      - Nearly 400,000 are receiving intervention services
      - More than 2% of kids between 2 and 11 have been successfully treated and are no longer suffering from a previously diagnosed delay
      - IDEA mandates that children diagnosed with developmental delays receive therapy until the age of nine
    - - All Delays
        
        Seating Arrangements - minimizing distractions and the possibility for overstimulation will assist the student with focusing.
        
        link to coggle.it
        
        Routines - By doing the same thing each day the student knows what to expect and can begin following the same actions without additional guidance.
        
        Predictability - Routines and procedures that provide predictability are important to a student with developmental delays. Predictable procedures will not only help teach skills and promote independence but also decrease unwanted behaviours caused by not understanding expectations.
  - - - Extended time during assessments and assignments
      - Teach one concept at a time
      - Small group instruction
      - Always provide multiple opportunities to practice skills in a number of different settings
      - physical and verbal prompting
      - Using physical and verbal prompting to guide correct responses, and provide specific verbal praise to reinforce these responses
      - "Chunking" information for easier/clearer compensation
      - Scaffolding (or model or demonstrating) problem solving
      - Sequencing skills
      - Color-coding important information
      - Incorporate kinetic activities
    - - Intellectual Disabilites prevalence of individuals across the life span to be 10.37/1000 or 1.04% (Maulik, Mascarenhas, Mathers, Dua, & Saxena, 2011).
    - - Augmentative and alternative communication (ACC)
        
        Word/Message Boards
        
        computerized voice output communication aids
      - Text-To-Speech Assistive Tools
      - Graphic Organizers (such as sandwich, flow, or table charts.
      - DraftBuilder software
      - Flashcard apps
      - Dictation/Speech Recognition Tools
      - Audio books and publications
        
        Variable-speed tape recorders and apps
      - Prerecorded social skills
  - - - Adjustiable desks
      - Wheelchairs, walkers, cane, crutches
      - Adaptive equipment easy to maneuver or cahnge such as a height of a basket ball hoop, velcro taped on glove to help catch ball
      - Specialists
        
        Speech-Language Pathologist - works with student speech and language
        
        Occupational Therapist - works with fine motor skills such as arms, hands. (ex: holding a pencil)
        
        Physical Therapist - helps student with gross motor skills. Emphasis on neck, back, torso, and legs
      - Note-Taking assistance
    - - Screen Reader - Text-to-Speech, sound icons
      - Speech Recognition Software such as Dragon Naturally Speaking allows student to give commands or enter data using their voice
      - Electronic Pointing Device- this device controls the cursor with the use of the eye. eye movements, nerve signals, or brain waves are used to assist students with limited capacity to communicate
    - - Seating arrangements to help with students posture and mobility in classroom
      - Instruction focusing on improvement of gross and fine motor skills
      - Awareness of students disability and how it affects student
      - Extended time to complete assignment
      - Writing aids such as writing boards, special paper, pencil grips, special pencil holders
  - - - Other Accommodations
        
        Guide Dogs
        
        Support Service Provider (SSP) - a specially trained individual who provides access to the community for people who are deaf-blind. This person also assists with their communication.
        
        At age 3, children with deaf blindness fall under the responsibility of their public school for free public education services through "Part B" of IDEA.
        
        Children age 3 and under are eligible for early intervention services through the Infants and Toddlers Intervention Program through "Part C" of IDEA.
      - Assistive Technologies
        
        Deaf Blind Manual Alphabet
        
        Vibrating vest to "feel" sound
        
        JAWS Screen Reader - provides speech and braille output for the most popular apps on computers
        
        Teletypewriter (TTY) with a Braille Display (i.e., Telebraille) for telephone communication
        
        Screen Braille Communicator - allows DB people to communicate with sighted people
        
        Captel: A phone with large captioning on a screen monitor
        
        Braille Notetakers
        
        Other Communication methods: American Sign Language, Tactile Sign Language, Tracking, Tactile Finger Spelling, Speechreading, Print on Palm
      - Incidence
        
        Approx. 45,000 to 50,000 individuals in the U.S are deaf-blind. Of these, over 10,000 are children under the age of 21.
      - Miscellaneous: Here is an interesting account from a deafblind person about their daily life
  - - - Traumatic Brain Injury (TBI)
        
        CDC www.cdc.gov 1-800-232-4636
        
        Causes may include but are not limited to, open or closed head injuries, cerebrovascular accidents (e.g., stroke, aneurysm), infections, kidney or heart failure, electric shock, anoxia, tumors, metabolic disorders, toxic substances, or medical or surgical treatments.
        
        North Carolina Definition:
        Traumatic brain injury means an acquired injury to the brain caused by an external physical force or by an internal occurrence resulting in total or partial functional disability and/or psychosocial impairment that adversely affects a child's educational performance.
        
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        Traumatic brain injury may result in impairments in one or more areas, such as cognition; language; memory; attention; reasoning; abstract thinking; judgment; problem-solving; sensory, perceptual, and motor abilities; psychosocial behavior; 42 physical functions; information processing; and speech.
        
        The brain injury can occur in a single event or can result from a series of events (e.g., multiple concussions).Traumatic brain injury also can occur with or without a loss of consciousness at the time of injury.
        
        Causes Traumatic brain injury is caused by a blow or other traumatic injury to the head or body. The degree of damage can depend on several factors, including the nature of the event and the force of impact.
  - - - IQ 35 to 49
      - Noticeable developmental delays (i.e. speech, motor skills)
      - able to communicate in simple ways
      - able to take care of themselves
      - can travel alone to nearby or familiar places
    - - IQ 20 to 34
      - delays in development
      - Understands speech, but little ability to communicate
      - is able to learn daily reoutines
      - may know simple ways of self care
      - needs supervision in social activities and interactions
    - - Genetic conditions. Abnormal genes inherited from parents (ie. Down syndrome, fragile X syndrome, and phenylketonuria (PKU)
      - Problems during pregnancy. When baby doesn't develop properly in mother's womb. A mother who abuses alcohol while baby is developing
      - Problems at birth. Problems during labor or birth where the baby did not receive proper oxygen levels
      - Health problems. Diseases like whooping cough, measles, meningitis can affect intellectual development
    - - seating arrangements in classroom environment
      - self care,health, and safety
      - Supplementary aids and services
      - student should be involved and show progress in general education environment
    - - learn about Moderate to Severe Intellectual Disabilities to better understand and cater students needs
      - ask for a copy of students IEP to identify and effectively teach methods, adapt to curriculum, and address IEP goals
      - Be concrete as possible. Demonstrate rather than give verbal instructions.
      - Show picture of new information relating to topic
      - Break up longer tasks and make them shorter
      - Give immediate student feedback
      - Work with parents and school personnel to meet students needs and reach academic goals
    - - Text-to-Speech Tool
      - Intel Reader - handheld device that student can take picture of material and it will read it
      - Kurzweil 3000 - Comprehensive reading, writing, learning solution
      - Math Talk - Speech Recognition software to do math without use of keyboard or mouse