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Assistive Technologies for Intervention of Students with Special Needs:…

- - - - People with mild intellectual disabilities have an IQ between 50 and 69. They have the highest intellectual and adaptive functioning of those diagnosed with intellectual disabilities. They may take longer to speak and understand, but they are still able to communicate and usually can take care of themselves.
    - - People with moderate intellectual disabilities have an IQ between 35 and 49. They usually have trouble communicating and can somewhat take care of themselves, but they are likely not able to live alone throughout their lives.
    - - People with severe intellectual disabilities have an IQ between 20 and 34. They typically have issues with motor skills, communicating, learning and taking care of themselves.
    - - People with profound intellectual disabilities have an IQ under 20. They have the lowest intellectual and adaptive functioning of those diagnosed with intellectual disabilities. They are oftentimes immobile and cannot take care of themselves or communicate.
  - - - Unfortunately, due to society's stigma of intellectual disabilities, creating a safe and respectful environment in the classroom is differentiated instruction. This includes: treating students with dignity and respect by keeping facial features and tones of voice calm and free of sarcasm or ridicule, encouraging students to self-advocate by allowing them to make choices and then honoring their choices, removing pain and fear from the classroom by abolishing the use of physical restraints or seclusion, and allowing students access to the peers and activities that all students have access to.
    - - Though people with moderate to severe intellectual disorders often have issues communicating, they oftentimes find a way of doing so that may not be through verbal contact. Aiding the process of developing each student's communication includes observing how they're comfortable communicating and ensuring it's a safe and productive way for learning. After effective communication has been established, work with the student using their individualized communication method. Then, help them to develop that language further by expanding vocabulary and teaching within that new means of communication.
    - - Students with moderate to severe intellectual disabilities do not necessarily learn at the rate of their age or grade level. While grade level content needs to be taught, it should be done so in a way that's appropriate for the child's learning ability. This means formulating an IEP or similar plan with administrators to provide applicable instruction for each individual student who requires these needs.
    - - Students without intellectual disorders are engaged in activities throughout the school day that are purposeful and supportive of their educational experience, with few breaks. Students with moderate to severe intellectual disabilities should be given instruction in the same, systematic way. While the lessons being taught may be on a broader spectrum than those without these specific needs, instruction should still be given consistently throughout the day and with a goal of progressing the student towards an acquisition of a targeted skill.
    - - As with any student, those with moderate to severe intellectual disabilities need regular evaluation, to observe and assess progress, and adjustment, if the student needs a more or less rigorous instruction. This will help support the effectiveness of what is being taught and how, as well as the continuation of differentiated instruction.
- - - - problems with social interaction with others.
      - unusual interest in objects.
      - need for sameness.
      - great variation in abilities.
      - under or over reaction to one or more of the five senses: sight, touch, taste, smell, or hearing.
      - repeated actions or body movements.
      - The signs of ASD
    - - Repetitive behaviors like hand-flapping, rocking, jumping, or twirling
      - Constant moving and “hyper” behavior
      - Fixations on certain activities or objects
      - Specific routines or rituals (and getting upset when a routine is changed, even slightly)
      - Extreme sensitivity to touch, light, and sound
      - Not taking part in “make-believe” play or imitating others’ behaviors
      - Fussy eating habits
      - Lack of coordination, clumsiness
      - Impulsiveness (acting without thinking)
      - Aggressive behavior, both with self and others
      - Short attention span
  - - - Need for sameness and difficulty with
        transitions
        
        Define classroom areas: Create individual work
        
        Keep classroom consistently organized
        
        Choose designated seat for student
        
        Keep daily schedule in one place in classroom
        
        Develop a visual agenda to help the student
        
        Understand the agenda in advance
      - Problematic or acting-out behavior
        
        Have a recreation area or playground nearby forstudent to let off steam
        
        Identify a home base area to escape classroom stimulation for a while
      - Easily distracted by sights and sounds
        
        Seat student in low traffic area of classroom
        
        Face desks away from windows and doors
        
        Designate a home base area to escape classroom stimulation for a while
        
        Teach child when he or she can and cannot use computer; some teachers cover the computer to indicate it’s not time to use it
        
        Seat students away from toys and books
      - Sensitivity to touch
        
        Avoid touching student initially
        
        Teach tolerance to touch
      - Sensitivity to smells
        
        Avoid using perfumes or heavy lotions
        
        Seat student near open door or open window in rooms with strong smells (art room)
        
        Ask custodians to order and use unscentedAsk custodians to order and use unscented cleaning supplies
      - Sensitivity to sounds
        
        Move student away from sounds
        
        Use soft voice when possible
        
        Have student use earplugs or comfortable headphones (when appropriate)
        
        Install carpeting or carpet remnants
        
        Put material under desk legs
        
        Prepare student for sounds (before bell rings, fire drills)
        
        Gradually teach tolerance to sounds