Accommodations; Not having fluency in sign language won't prevent learning if one provides written instructions using clear diagrams, graphics, and pictures coupled with strong body language. While interacting with students, make accommodations in the lesson to have pauses for the deaf student to have the time to process, respond, and get their response filtered. Finally, provide ample opportunities for the student to work independently.

Symbolic communication should be used such as touch cues, object symbols, and fingerspelling should be used often in classroom for better comprehension.

Computer access aids include hardware (such as mobile devices) and software (such as apps) that enable people to access, interact with, and use computers.

Materials: Use lecture recording, speech-generating device; picture- and symbol-supported software. Permit use of dictionary/thesaurus on exams.

Additional time: For both in-class assignments and exams. Administer long exams in a series of shorter segments. Allow oral exams if needed.

• Materials: Use braille, raised line paper, text recording, lecture recording, etc.
• Extra time: Make considerations for eye fatigue and scanning ability
• Classroom layout: Seat student away from windows and avoid glare from overhead lights
• Assignments: Allow students to use bold markers and present expectations in a visually uncluttered way

Implants and hearing aids work best in quiet environments. Background noises or other auditory distractions should be limited.

Have a "time out" corner where children can relax to eliminate stress.

Personalized check in notes with clear goals and affirmations of behavior. This is shown to be exceptionally effective in working with students that do not respond to spoken communication.

Structured Emotional Support can be established in several ways. Psychologist Raymond Wlodkowski developed a 2x10 program. For 2 minutes a day, 10 days in a row the teacher has a personal conversation with the student about anything that is of interest, and is appropriate, to the student. This technique claims an 85% rate of improvement in that students behavior.

A locked journal is a safe place to write down thoughts and feelings without being judged. Encouraging the student to keep a journal, or even offering to keep one in a drawer in your classroom for the student to write in, could prove very beneficial.

Daily living (or functional) aids are devices and tools (such as videos) which are designed to help people perform daily living activities, such as getting dressed, getting around safely and so on.

Education and learning aids (such as robots and visual schedules) are designed to help people cope with educational tasks such as reasoning, decision making, problem solving etc.

Recreation and leisure aids (such as models and toys) are designed to help people participate in sports, social, cultural events.

Other accommodations include: teachers helping to make the classroom environment predictable since students with autism don't like change and students with autism benefit from daily routines so they know exactly what to expect.

Students should be seated near the teacher during instruction

Check ins should be conducted frequently for hearing/understanding and repetition/rephrasing of information as needed

Teachers and peers should enunciate, and provide information in an organized and sequential manner.

Reliance on visual senses can require special lighting, reduced visual distractions, and breaks to avoid over stimulation.

Common Types: Cerebral Palsy and Spina Bifida

Composed of various diseases that affect motor development.

Composed of various conditions that can result in various levels of physical limitations.

Examples include: Juvenile Rheumatoid Arthritis and Limb Deficiency

Awareness of medical condition and its affect on the student (such as getting tired quickly)

Securing suitable augmentative communication and other assistive devices

Instruction focused on development of gross and fine motor skills

Special seating arrangements to develop useful posture and movements

5. Other Therapists (Massage Therapists, Music Therapists, etc.)

Teach one concept or activity at a time, until they master it.

Teach one step at a time, to help support memorization and sequencing.

Teach students in small groups, or preferably one-on-one.

Always provide hands on learning, and practice skills learnt in numerous different settings.

Use verbal and physical feedback to guide correct responses and provide positive reinforcement.

Augmentative and alternative communication devices (eg. communication boards)

Academic software packages for students with disabilities

Specialized chairs, desks and tables for proper posture development

Bausch, M.E., Ault, M.J., Hasselbring, T.S. (2015). Assistive Technology in Schools: Lessons Learned from the National Assistive Technology Research Institute. Efficacy of Assistive Technology Interventions*, 13-50. Retrieved from https://doi.org/10.1108/S2056-769320150000001002

Phonetic Spelling Software and abbreviation expanders to convert the student's typing into the word they intended to write (dyslexia)

Talking calculator makes it easier to check assignments, read numbers and perform calculations. (dyscalculia)

Electronic worksheets to complete the assignments. These worksheets help students to format/line up words, equations and numbers. A text to speech or a speech synthesizing technology may be available. (dyslexia)

Proofreading programs may help students who struggle in writing, since these softwares scan documents and alert to possible errors.

Formula cards, calculation checklists and calculator (dyscalculia)

Examples should be written either horizontally, or vertically but not both

Highlighting or circling of the important information in a problem

Squared paper

Speech refers to the actual sound of spoken language (talking). A speech disorder usually indicates that someone has trouble producing certain sounds accurately.

Computer Softward such as Read and Write for Google Chrome that supports learning in the four skills

Communication Apps such as PROLOQUO2GO or iCommunicate that assist teachers and students in designing visual schedules, speech cards, storyboards

Touch Screens and Communication Boards that support children whose speech is not understood by others to communicate

Expressive language issues refer to difficulty communication one's thoughts

If you cannot understand a student, ask the student to show you or say it in a different way. If the student is able, ask them to write the word.

When introducing new units/stories, compile a list of key vocabulary words (and when possible, pair a picture with vocabulary words). Create a word list with vocabulary and definitions to display in a visible place within the classroom.

If a child makes an error, repeat the word in an appropriate model (e.g. If the child says "nak" for snake, you would say, "Oh, you want a snake"). This way you are not focusing on the error or calling negative attention to the child, but providing an appropriate model.

one-on-one instruction with a speech therapist or push-in help with a speech therapist

Developmental Delays can be caused by genetic abnormalities (Down Syndrome, cerebral palsy), pregnancy/birth complications (prematurity), environmental factors (neglect, malnutrition), but most often the cause is unknown.

Low tech manipulatives and high tech game apps to improve fine motor skills.

Text to Speech Software for students with speech delays or difficulty reading.

FM systems to help students ignore background noise and focus on teacher's voice.

Seat students away from distractions, perhaps with a buddy who can help keep them on task.

For a comprehensive list of strategies see Developmental Delay Strategies (http://www.do2learn.com/disabilities/CharacteristicsAndStrategies/DevelopmentalDelay

Read to students and ask questions to build comprehension and communication skills.

Prioritizing with different coloured highlights: important information in one colour and details in another

Materials can be written in large prints, or translated into braille.

When speaking, walking around the classroom may be helpful for the students to hear the teacher's voice more clearly. On the contrary, writing on the board while speaking may be a distraction for the deafblind student to hear.

If there is an interpreter in class, teacher's instruction should be kept at a certain pace that is agreeable with the interpreter.

Videotapes and slides may be helpful for students with low visions. Graphs, diagrams, or scale model objects can be used during class to describe information taught in class.

Assistive Listening Device can be used in class. Teachers can use small microphone that could increase the volume of the lecture for the student wearing the device.

Shorten writing assignments for students who have difficulty holding a pencil.

Use play-based activities for young children to strengthen muscles, improve motor skills and coordination: blowing bubbles, playing with play dough, hopping and skipping.

Be inclusive and encouraging, setting small achievable goals and focusing on successes.

The best assistive technology is the use of the sign language that the student is used to using at home; if not oneself, getting a translator would prove also effective.

The phrase "such as" means that other health impairments not listed above can be considered as IDEA Disabilty Categories if they meet the two main criteria
1) chronic or acute health problems that
2) adversely affects a child’s educational performance

Diagnosing the Health Condition
medical services provided for diagnostic and evaluative purposes only by a licensed physician to determine a child’s medically related disability that results in the child’s need for special education and related services.

Including
special feedings
clean intermittent catheterization
suctioning
management of a tracheostomy
dispensing medications
changing a child’s position frequently to prevent pressure sores
chronic disease management
conducting education and skills training for caregivers

.

When hospitalized, services may be provided by the hospital, through arrangement with the school. The hospital may want to review the child’s IEP and may, with the parent’s permission, modify it during the child’s hospitalization.
After the child is discharged, the hospital will share a summary of the child’s progress with the school, in keeping with whatever local school policies are

Prepare for Transition Back To School.

Other Health Impairments (High incidence)
(National Center For Education Statistics
2014-2015)
AD/HD is the largest component of OHIs. It is estimated that from 2 to 9% of all children are identified as having the condition.
(Project IDEAL 2013)