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Assistive Technologies for Intervention Melinda, Rodney, Christina…
Assistive Technologies for Intervention
Melinda, Rodney, Christina
Traumatic Brain Injury (TBI)
Low Incidence
-Rodney
Assistive Technologies for Traumatic Brain Injury Affected Students :
:star: voice recorder keychains for aiding with memory challenges
:star: program automated vocal reminders
:star: microcomputers - touch screen capabilities allows for inputing, saving, and retrieving notes and maintains "hands-on" style of work
Accomodations & Strategies for Implementation by Educator
:star: mandatory checklists for completion until student no longer shows need
:star: homemade labels to transition same habits at home that are occurring in the classroom
:star: additional time for task completion
:star: reduced emphasis on spelling and grammatical conventions
:star: provide preferred seating near front of classroom to reduce distractions
:star: avoid intense and/or high pressure situations
:star: oral examinations
:star: use of sheet containing mathematic formulas and operations to mitigate memory challenges
References
https://www.unicef.org/protection/World_report_on_disability_eng.pdf
https://www.brainline.org/article/assistive-technology-individuals-traumatic-brain-injury
https://www.brainline.org/article/accommodations-guide-students-brain-injury
What is TBI?
:star: usually a violent blow or jolt with resulting effects that include cognitive, emotional, sensory, & motor impairments
:star: other common effects: short & long term memory loss sleep disorders, difficulty concentrating and information processing, inability to multi task
:star: estimated 1.5 million Americans sustain a TBI
:star: classroom environmental factors can and often hinder performance (classroom atmosphere is crucial to the success of TBI students)
https://youtu.be/9Wl4-nNOGJ0
Moderate to Severe Intellectual Disabilities
WHAT IS IT?!
There are three categories of Intellectual Disability. Moderate, Intellectual Disability, Mild Intellectual Disability, and Severe Intellectual Disability. Each of which uses IQ scores and other attributes to determine the child’s status.
Severe Intellectual Disability
Three to Four percent of people diagnosed with a intellectual disability. This category is severe. The reason being is that they can communicate on very basic levels. They can’t perform self-care activities by themselves. They need daily supervision and support. These people cannot live an independent life, they need a group home setting.
IQ 20 to 34
Considerable delays in development
Understands speech, but little ability to communicate
Able to learn daily routines
May learn very simple self-care
Needs direct supervision in social situations
Moderate Intellectual Disability
Moderate Intellectual Disability has a few different affects on those who have it. They have fair communication skills, but they cannot communicate at complex levels. Social situations and issues with social cues may cause someone difficult. 10% of People fall into this category.
Can travel alone to nearby, familiar places
Can complete self-care activities
Able to learn basic health and safety skills
Can communicate in basic, simple ways
May have physical signs of impairment (i.e. thick tongue)
Noticeable developmental delays (i.e. speech, motor skills)
IQ 35 to 49
Mild Intellectual Disability
Eight five percent of individuals with intellectual disabilities fall into this category. Many are known to achieve academical success. They can read but have sometimes have difficulty comprehending material may fall into this category.
IQ 50 to 70
Slower than typical in all developmental areas
No unusual physical characteristics
Able to learn practical life skills
Attains reading and math skills up to grade levels 3 to 6
Able to blend in socially
Functions in daily life
References
https://sites.google.com/site/inclusionresourcenotebook/disability-areas/low-incidence-disabilities
https://www.healthyplace.com/neurodevelopmental-disorders/intellectual-disability/mild-moderate-severe-intellectual-disability-differences
https://inclusiveschools.org/together-we-learn-better-inclusive-schools-benefit-all-children/
Verbal and nonverbal communication
Repetitive or ritualistic behaviors
Social interactions
What is Autism Spectrum Disorder
Accommodations and strategies for ASD
Strategies
Ensure that the student has a way to appropriately express their wants and needs.
Identify and establish appropriate functional communication system (e.g. sign language, Picture Exchange Communication System (PECS), voice output, etc.).
Ensure that the student has access to their (portable) communication system across all contexts, all of the time.
Reinforce communication attempts (e.g. their gestures, partial verbalizations) when the student is non-verbal or emerging verbal.
Understand that picture schedules and functional communication systems are NOT the same thing; they do not serve the same purpose.
Paraphrase back what the student has said or indicated
Accommodations
9 more items...
Assistive Technologies for ASD
The Bluebee Pals. ...
The Center for AAC and Autism. ...
DynaVox Mayer-Johnson: Augmentative and Alternative Communication (AAC) Devices and Services. ...
Enabling Devices. ...
GoTalk Pocket. ...
LAMP: Language Acquisition through Motor Planning. ...
MyVoice.
Autism Spectrum Disorder
High Incidence
-Melinda Wood
-Christina
Low Incidence
https://youtu.be/jZkxDBSWMBo
What is ASD
https://youtu.be/wXAzysNN4Gs