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Assistive Technologies and Accommodations and Interventions for Students…

- - - - Auditory :
      - Computer Access
    - - Assistive technology
        
        Computer software to develop
        their speech and language
        
        Example: Language programs FIRST WORD.It helps with developing and reacquiring language functions.
        
        Speech amplifiers
        
        Artificial larynxes
        
        Argumentative or alternative communication ( AAC)
        
        Use of SIgn language, symbols, aids to enhance the communication process.
      - Intervention strategies
        
        Focus on interactive communication.
        Use active listening.
        
        Reinforce communication attempts (e.g. their gestures, partial verbalizations) when the student is non-verbal or emerging verbal.
        
        Use storybook sharing in which a story is read to student and responses are elicited (praise is given for appropriate comments about the content).
    - - Assistive technologies
  - - - need the same attention as students without disabilities
      - Students with low-incidence disabilities:
      - may have a developmental delay
        
        moderate to severe intellectual disabilities (IQ < 50)
    - - Interventions/Accommodations
        sign language, intervener, and speech therapy, circular seating arrangements, up front seating, repeat comments and questions asked by other students, team with peers, pupil volunteer for note taking, provide transcripts of instructions, talk facing the class, use visual aids, early acknowledgements of assignments, and allow extra time for assignment completion.
        Assistive technology may include listening devices, volume control telephone, signaling devices, stenocaptioners, and note takers.
        (sds, n.d.)
      - Defined as a hearing impairment so severe that a child is impaired in processing linguistic information through hearing, with or without amplification that adversely affects a child's educational performance.
        (NICHCY, 2012).
      - AUTISM (LOW-INCIDENCE
        
        Defined as a disability in verbal and nonverbal communication and social interactions. Other characteristics may be repetitive activities, stereotyped movements, resistance to environmental change, resistance to change in daily routine, and unusual responses to sensory experiences (nichcy, 2012).
        
        Each individual is unique and interventions need to be tailored to meet specific needs. Some interventions address core features such as social communication and interaction, repetitive patterns of behavior, interest, and activities while other address anxiety and aggression.*
        
        Intervention/Accommodations
        Behavioral Interventions .
        Developmental Interventions -
        Combined, Multi-Component Interventions -
        Relationship-Based Interventions - .
        Specific Function Interventions - .
        Accommodations include modeling, prompting, reinforcing.
        Technology Based Intervention in the classroom may include robots, video modeling, and video schedules
  - - - Visual impairment including blindness…
        …means an impairment in vision that, even with correction, adversely affects a child’s educational performance. The term includes both partial sight and blindness.
  - - - Techniques
        
        Other Environmental considerations
- - - - PARENTS
      - TEACHERS
      - PEER
      - COMPUTER ASSISTED
        
        USE SOFTWARE AND TECHNOLOGIES SUCH AS AUDIO BOOKS, TALKING CALCULATOR, HIGHLIGHTING PEN, ETC
      - SELF-REGULATIONS
        
        SPECIFY SEVERAL SHORT-TERM OBJECTIVES (AND WAYS TO ACCOMPLISH THAT GOAL)
        
        BUILD TIME-MANAGEMENT SKILLS WITH GADGETS (TIMERS)
- - - - Special seating arrangements to develop useful posture and movements. Example: materials placed for easier acces
      - Instruction focused on development of gross and fine motor ski
      - Awareness of medical condition and its affect on the student
    - - Occupational Therapists to work on fine motor skills ( ie: for arms and hands as well as daily living activities )
      - Speech-Language Pathologists to work with the student on problems with speech and language
      - Physical Therapists to work on gross motor skills for the legs, back, neck and torso)
      - Other Therapists ( ie: massage therapists, music Therapists)
  - - - crutches
      - canes
      - wheelchairs
      - walkers
      - specialized chairs, desks, and tables for proper posture development
      - Desktop Desk Link Title
    - - Talking Calculator
      - Specialized computers
      - Notability
      - Dragon Dictation
      - Read2Go
      - Speak It!
    - - :check:
        
        screen reading software
        
        communication boards
        
        speech recognition software
        
        communication boards
  - - - Teacher to place students with walker close to your room’s entrance to facilitate easy maneuver
    - - IEP should indicate student’s schedule arranged to eliminate excessive walking back and forth., student have access to elevator if possible
- - - - Memory and content retention especially difficult
      - Thinking, reasoning and motor skills also can be unique to TBI
- - - - Hearing Aids
    - - Electronic Wheelchairs
      - Prosthetic Limbs
    - - Screen Readers
    - - Example:Customized Habituation Training
      - Example: Simplified Mobile Phones