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14 Disability Categories Under IDEA (Low Incidence :arrow_down_small:…

- - - - These children will most likely need an aid to help them throughout the day. They could need help walking, standing, speaking, communicating, concentrating, thinking and working.
        • Find their strengths, each child will have strengths so try and find a way to build and teach them from their strengths.
        • Be flexible and ready to make changes and different accommodations based on the child.There are many resources that can help, here is a good one I found, http://nichcy.org/schoolage/accommodations
        • Make sure that you are involved in the IEP, they will definitely have one.
    - - There are many different examples of assistive technologies that can be used depending on which disabilities they have, they almost all have a learning disability but they can also have physical disabilities, sensory issues, many health needs and mental issues. There are a lot of high-tech options and technology has come a long way! Here are some examples of assistive tech that can be used depending on which disability they have.
        • Alternative input devices are designed to allow students with disabilities to use computers and related technology easily. They include touch screens, modified keyboards, and even joysticks that direct a cursor through the use of body parts like chins, hands, or feet.
        • Speech-to-text provides a learning advantage for students who have mobility or dexterity problems or those who are blind,
        speech-to-text options can also “talk back” to students and let them know about potential errors in their work.
        • Sensory Enhancers. A child with language disability can benefit from bright pictures or colors to learn new concepts. Sensory enhancers may include voice analyzers, augmentative communication tools or speech synthesizers.
        • Screen readers, which is slightly different from text-to-speech because it simply informs students of what is on a screen.
        • Language Acquisition through Motor Planning (LAMP), connects neurological and motor learning in a way that makes communication easier for students with autism and related disorders.
        • IPAD’s or tablets can also be very helpful, there have been studies that show that students with communicating/verbal issues start talking as early as age 5-8 with the help of tablets and many apps they provide.
        • Personal tablets can be good for kids with sensory issues because they can control the volume, brightness of the screen.. Etc
  - - - • Infrared and audio induction loop systems—cable circling a room and transmitting
        electromagnetic waves to a telecoil (compatible receiver cable) in a hearing aid or
        cochlear implant.
      - • Coupling accessories for media devices—devices that plug directly into a cochlear implant or hearing aid and transmit sound via tablet or phone; some coupling devices transmit
        sound wirelessly to cochlear implant or hearing aid.
      - • FM System—sound transmitted from a microphone worn by a teacher via FM radio signals directly to an individual at a constant volume, regardless of distance.
        
        • Personal—coupled directly to a hearing aid or cochlear implant to an individual.
        • Sound field—transmitting increased and directed sound levels to a group of individuals;
        special speakers placed at strategic locations in environment (classroom, auditorium, etc.).
      - • Translation services—allow words of a speaker to be transcribed into text displayed on a
        monitor or computer screen.
      - • Captioning services—allow video productions to display spoken dialogue as printed text.
      - • Face-to-Face communication system—two keyboards and two monitors allowing educator and student to type messages back and forth to each other.
    - - • Clearly, enunciate speech
        • Seating student near the source of auditory information
        • Reducing background classroom noise/distracting extraneous noises
        • Obtain student’s attention prior to speaking
        • Repeat sentences/directions if necessary
        • ASL/PSE (Pidgin Signed English)/SEE (Signed Exact English) Interpreter
        • Reduce visual distractions
        • Frequently check for comprehension/understanding
        • Use clear (simple) sentence structures; give step-by-step instructions
        • Use peer note takers
        • Allow for breaks from listening/processing
        • Use as many visual supports and materials as possible
  - - - Other accommodations
        
        Depending on students individual impairment severity.
        • Provide directions and instructions using the student’s preferred and strongest mode of communication. Many students will benefit from total communication approach including spoken language, tactile information, and sign language.
        • Provide information to the student to indicate that a new task is beginning, the expectations for the lesson, and prepare the student for transitions to new activities. Consistency across routines will facilitate learning.
        • Allow opportunities for repetition and practice of previously introduced material.
        • Work with other teams members to identify appropriate homework options and requirements.
        • Provide ample time for exploration and play with manipulatives before requiring students to complete the task.
        • Use hands-on learning experiences that incorporate a multisensory approach and rely on information available through touch, smell, and movement.
        • Capitalize on sense of touch through the systematic use of manipulatives throughout the grade levels. Pair students with peers while vocabulary specific to the lesson is introduced and allow them to practice related concepts with manipulatives.
        • Consider close proximity to the activity and teacher during instruction. The positioning of the student and the materials must be based on understanding the child’s acuity and any field loss concerns. For example, a child who has a field loss on the left side will need materials presented on the right side. Accurate information about the child’s vision and hearing and how those losses impact access to information are CRITICAL.
        • Carefully consider the arrangement of the classroom so that mobility is encouraged and comfortable for the child. Experiencing a simulation of dual sensory impairments may assist in identifying features of the environment that need to be adjusted.
        • Provide instruction at an appropriate pace, frequently checking for understanding and reteaching concepts as necessary.
        • Provide appropriate wait time for the student to respond to instruction or directions.
        • Have classmates identify themselves as they answer questions and participate in class discussions to allow the student to orient to the speaker.
        • Consider having the primary instructor positioned in one location during the lesson, away from the glare and optimizing contrast with background materials.
      - Assistive Technology(ies)
        
        Use low to high tech devices for increasing independence and participation. Some students with visual impairments will benefit from light boxes to increase the contrast between objects and background and/or other devices to enlarge or magnify print and materials.
        Students with hearing impairments may benefit from amplification systems or assistive listening devices.
  - - - Assistive technologies for Hearing/Sound
        
        Infrared and audio induction loop systems—cable circling a room and transmitting
        electromagnetic waves to a telecoil (compatible receiver cable) in a hearing aid or
        cochlear implant
        
        Coupling accessories for media devices—devices that plug directly into a cochlear implant or hearing aid and transmit sound via tablet or phone; some coupling devices transmit
        sound wirelessly to cochlear implant or hearing aid
        
        FM System—sound transmitted from a microphone worn by a teacher via FM radio signals directly to an individual at a constant volume, regardless of distance
        
        Personal—coupled directly to a hearing aid or cochlear implant to an individual
        
        Sound field—transmitting increased and directed sound levels to a group ofindividuals; special speakers placed at strategic locations in environment
        classroom, auditorium, etc.)
      - Assistive Technologies for Conveying Information
        
        TV/Video captioning function
        
        Real-time Transcription—onsite or remote translation of spoken word into English text
        
        Communication Access Real-time translation (CART)—word-for-word speech to text translation.
        
        Typewell and C-Print—capturing and transcribing the essence of a discussion.
        
        Visual Alerting Devices—special alarms, timers, smoke detectors, etc. that provide visual alerts via lighting up or blinking, or via vibration.
        
        Telecommunication-- texting, video chat applications for computers, smartphones, and
        tablets
    - - • Increased amount of visual examples/ information.
        •Assigned hearing note-takers for Deaf/HoH students (student’s notes taken during oral ectures can be uploaded to class website (Blackboard, eg.).
        •ASL (American Sign Language), PSE (Pidgin Signed English) orSEE (Signed Exact
        English) interpreters.
        •Teacher’s physical position—always facing the students when conveying information.
        • Consistent eye contact—hugely important in Deaf and HoH communities.
  - - - • Text to speech (TTS) software can help students with developmental delays that cause them to have trouble reading. Intel reader is a hand held TTS device. The Kurzweil 300 is another TTS with more features.
        • FM systems are made for students with hearing problems. It is a radio broadcasting technology that allows the student to hear the teacher no matter the distance or background noise.
        • Ghotit and Ginger are two types of proofreading software that can help students with writing delays.
    - - •Seating: these students will do better if seated on their own instead of in a group so that they can have their own space. this also helps to minimize distractions.
        • Material objects: there is some data that show that students with developmental delays understand subjects like math better when it is presented with shapes. Handling these objects also help develop motor skills that is one of the areas developmental delay students struggle with.
        •Routine: these students benefit from repetition. It is even suggested that parents and teachers work together and let the student repeat routines at home and in the class.
        •Discussion: speech is problems often occur with developmental delay students, so having a discussion about something like a book that was read in class is a good way to encourage and practice speaking.
        
        •Simple assignments: these students will not benefit from writing and worksheets as it is hard for them to hold a pencil. Drawing and writing short sentences will encourage them. If they succeed in easy tasks, that will motivate them to try more.
  - - - Assistive Technology(ies):*
        
        Devices for Positioning
        and Mobility:
        These assistive technology devices focus on helping the student participate in educational activities. These devices include:
        
        • Canes
        • Crutches
        • Wheelchairs
        • Specialized beds
        • Specialized chairs, desks, and tables
        
        Devices for Memory and Organization:
        These assistive technology devices focus on helping the student with memory and organization difficulties. This includes a wide range of devices:
        
        • Calendar boards
        • Schedule organizers
        • Voice organizers
        • Medication reminders
        • Smartphones
        • Specialized watches
        •PDA devices (www.biausa.org/Pages/AT/general.php)
        
        Devices to Access Information:
        These assistive technology devices focus on aiding the student to access the educational material. These devices include:
        
        • Speech recognition software
        • Screen reading software
        • Tinted overlays for reading (this may help with visual processing)
        • Academic software packages for students with disabilities
        
        Other accommodations:
        
        • Provide repetition and consistency.
        •Demonstrate new tasks, state instructions, and provide. examples to illustrate ideas and concepts.
        • Avoid figurative language.
        • Reinforce lengthening periods of attention to appropriate tasks.
        •Probe skill acquisition frequently and provide repeated practice.
        • Teach compensatory strategies for increasing memory.
        • Be prepared for students' reduced stamina and increased fatigue and provide rest breaks as needed.
        • Keep the environment as distraction-free as possible.
        • Find out as much as you can about the child's injury and his or her present needs. Find out more about TBI. See the list of resources and organizations at the end of this publication.
        • Give the student more time to finish schoolwork and tests.
        • Give directions one step at a time. For tasks with many steps, it helps to give the student written directions.
        • Show the student how to perform new tasks. Give examples to go with new ideas and concepts.
        • Have consistent routines. This helps the student know what to expect. If the routine is going to change, let the student know ahead of time.
        • Check to make sure that the student has actually learned the new skill. Give the student lots of opportunities to practice the new skill.
        • Show the student how to use an assignment book and a daily schedule. This helps the student get organized.
        • Realize that the student may tire quickly. Let the student rest as needed.
        • Reduce distractions.
        • Keep in touch with the student's parents. Share information about how the student is doing at home and at school.
        •Be flexible about expectations. Be patient. Maximize the student's chances for success.
      - Description
        Traumatic brain injury (TBI) under federal law means an acquired injury to the brain caused by an external physical force, resulting in total or partial functional disability or psychosocial impairment, or both, that adversely affects the student's educational performance.
  - - - • Assistive Technology.
        •Optical Aids—Eyeglasses and magnifiers.
        • Braille slate and stylus—portable device of paper held together by two sheets of metal on
        which a student can punch out Braille text with a stylus.
        • Perkins brailler—machine (like a typewriter) that type braille.
        • Portable notetaker—small handheld word processor-like machine that has software that
        may have a text-to-speech software.
        • Recordings.
        • Talking calculators.
        • Tactile machines including calculators and timepieces.
        • Tactile graphic aids such as maps, graphs, diagrams, and pictures.
        • Computer text enlarging software.
        • Screen reader—text-to-voice computer software that reads text aloud.
        • Refreshable Braille displays—electronic devices that can be hooked up to a computer to
        display a line of braille at a time by raising cells of pins on a surface a person touches.
        • Adaptive paper—paper with darkened lines, different colors or raised lines.
        • Video magnification (CCTV)—video magnification camera under which students can write to
        display their writing on a magnification monitor.
        • Abacus.
        • Braille flash cards.
        • Tactile manipulatives for sorting by size, shape, or other properties.
        • Geometric manipulatives can be used to show concepts such as angles, area, and spatial
        relationships.
        • Tactile or Braille number line.
        • Fraction manipulatives and puzzles.
        • Large print/braille dice can be used to reinforce number recognition and play a variety of
        math games.
        • Large print/braille Bingo cards teach students to quickly scan for numbers while reinforcing
        concepts of horizontal, vertical and diagonal.
        • Base-ten blocks and braille math blocks help students “visualize” and manipulate numbers.
        • Pegboards or geoboards are useful for teaching shapes, spatial relations, or graphing.
        • Wikki Stix—crystalline strips that can be cut, shaped and manipulated to represent lines or
        shapes.
    - - Overhead Projectors/Video
        
        • Seat student close to the screen.
        • Provide student with your overhead projector sheet or master copy so he or she can read
        and/or copy from it.
        • Use a dark (preferably black) pen on the overhead sheet; do not use red ink.
        • Discuss movies thoroughly afterward to make sure the student understands major
        concepts presented.
        • Move the projector closer to the screen to produce a smaller, more distinct image.
        • Record the assignment, provided that the student can function as well with a recording.
        • Make tests completely legible. Ask the student to read parts of the test to you privately to be sure he or she can see all parts of the test.
        • Give the student a little extra time
      - Illumination
        
        • Light intensity can be regulated by adjusting distance from the window or light source.
        • Artificial lights should be used whenever brightness levels become low in any part of the room.
        • Avoid glares on working surfaces (a piece of dark colored paper taped to the entire desk
        • Surface diminishes glare off the desk).
      - General
        
        • Allow a student to explore classroom during the first week and whenever you make any major changes.
        • Show student where his or her desk is, where materials are located, papers turned in, etc.
        • Point out restrooms, water fountains, library, office, cafeteria, gym, and bus stops and
        ask that Braille labels be placed outside each entry for blind students.
        • Avoid having students work in their own shadow or facing the light.
        • Students may need to change their seats whenever they desire more or less light.
        • Use regular print (opposed to large print) whenever possible.
        • When showing a picture in a textbook, use regular size print (large print processing distorts
        the picture).
        • Seat students near the board and in a central location, but within a group of students
        • Verbalize as you write on the board
        • Provide student a copy of what you have written on the board (when possible).
        • Avoid yellow/orange writing.
        • Keep board clean (for better contrast effect)
      - Tests
        
        • Tests should be dark and clear.
        • Do not use red ink.
        • Remember that students with poor sight will often be slower readers than those with normal sight of the same intelligence. His or her eyes will tire much faster, so tests in the afternoon can be particularly difficult to read.
        • On timed drills allow at least double the time for a student with low vision (or do not time
        them at all).
        • If the student is comfortable performing orally, tests may be given orally by another person
        who fills in the blanks.
      - Best Contrasts
        
        • Dry erase boards used with dark markers offer better contrast than chalkboards
        • Soft lead pencils and felt-tipped pens with black ink are recommended for use on unglazed light and tinted paper
        • Good contrast and white space between lines of print offer the best viewing comfort for
        lengthy reading assignments
  - - - Assistive Technology(ies):*
        
        Individuals with Autism use low to high tech assistive technology devices depending on where they are on the spectrum and whether or not they are verbal or non-verbal. Assistive technology allows students to be able to participate in the classroom as well as perform daily skills.
        • Picture Exchange: teaches communication using pictures
        • Language Acquisition through Motor Planning (LAMP) app: an approach for non-verbal individuals to independently communicate.
        *• There are several other communication apps. Apps can be selected based on preference and/or the child’s skill level.
        • Manipulatives or calculator assist with completing work tasks as many individuals with autism are visual learners
        • Weighted blanket or vest helps with calming and relaxation
        • Visual Schedule use of pictures, objects, or words to sequence daily activities
        •Go-Talk is a portable communication tool that allows you to record your own messages.
      - Other accommodations:
        
        • Pictures Many individuals with autism are visual learners, so it is best to use pictures and/or objects.
        • Structured Environment individuals with autism benefit from having a clear beginning and end. The classroom should be organized to have designated areas. Labeling areas with pictures and/or words show the student what the area is and what is expected of them in that particular space.
        • Give Clear Directions Give short and simple directions. Individuals work best when tasks are broken into smaller assignments over shorter amounts of time.
        • Visual Schedule use of pictures, objects, or words to sequence daily activities
  - - - Assistive Technology(ies)
        
        Mobility device
        
        • Wheelchairs
        • Canes
        • Walkers
        • Special chairs or desks for optimal comfort, learning, and posture.
        • Special physical activity equipment.
        • Crutches
        
        Teachers need to be aware of classroom layout, any student who uses a mobility device, such as a wheelchair or cane, then make sure they can navigate throughout the whole classroom.
        
        Elevator access
        
        Some students may have communication issues, so devices to access information are udefull. Some examples are:
        
        • Speak It!- Helps non-verbal students interact and speak.
        • Read2Go- used for kids with dyslexia and vision issues.
        • Dragon Dictation- Voice command app for students who can’t write.
        • Notability- great notetaker for visually learning students.
        • Talking calculator- easy interface for students who find calculators difficult.
        • Virtual Manipulatives- math app
        • Draw Free for Ipad App- For creative projects or kids.
        
        Other accommodations
        
        • Propor transportation is required by all public education schools under IDEA. Children with orthopedic impairment need to be able to get to school.
        • A propor school schedule that allows students minimal hallway navigation, especially in Middle and high school. This includes limited distance to classes, automatic door openers, elevators, and more.
        • Physical education requirements should depend on the student’s physical abilities. They may be excused if they cannot perform a task properly. Think of exercise they can perform.
    - - • Neuromotor impairments: an abnormality of, or damage to, the brain, spinal cord, or nervous system that sends impulses to the muscles of the body.
      - • Degenerative diseases: are composed of various diseases that affect motor development. The most common degenerative disease found in the school population is muscular dystrophy.
      - • Musculoskeletal disorders: are composed of various conditions that can result in various levels of physical limitations.
  - - - Assistive Technology(ies)
        
        This is hard to define because it depends on the need of the individual.
        • ADHD: low to mid-tech can be used to assist their organizational abilities like notebooks, dividers, computer programs that do the same.
        • Usually they can benefit from the same technological supports that are used with their normally developing peers.
        
        Other accommodations
        
        • Flexible time limits may be necessary for students that need longer on projects and tests or to switch activities.
        • For more complex activities, simplify into steps to make it easier to understand and manageable.
        • Seat the students close to the teacher and away from distracting students.
        • Prepare a schedule for students, this can help keep them on and get them on track.
        • Frequent breaks.
        • Freedom to use the bathroom and water fountain
        Alternative grading scale
    - - • Some examples include asthma, attention deficit disorder, attention deficit hyperactivity disorder, diabetes, epilepsy, cardiac conditions, hemophilia, leukemia, rheumatic fever, sickle cell anemia, and nephritis
      - • If the problem does not affect the student in class, then special education services would not be appropriate.
      - • Is due to chronic or acute health problems such as asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia, and Tourette syndrome; and adversely affects a child’s educational performance.
- - - - Assistive Technology(ies):
        
        There are many kinds of LD, and technology can be used as an aid differently depending on the particular needs of the LD child.
        • Auditory Processing Disorder (including Language Processing Disorder) - since these children tend to miss information that is presented only verbally, the key is to give them other means of acquiring the information and expressing their understanding. They often respond very well to visual, tactile or kinesthetic modalities. Some students with APD can benefit from a system where the teacher wears a microphone and the student wears a headset that allows them to focus on the teacher’s voice, filtering out other sounds.
        • Dyslexia/Dyscalculia/Dysgraphia - these disorders have the most technological assists available. Dyslexics often find that using text-to-speech software or listening to audiobooks while reading the given text allows them to take in written information more quickly and effectively. Services that provide free textbooks on tape for blind people are often willing to do the same for dyslexic students. Dysgraphic have a variety of speech-to-text options, as well as the option of typing many assignments. Students with dyscalculia have a wide range of fun games and apps that allow them to practice and build numeracy and logic skills, often in ways that are free from the symbology that is so difficult for many of them.
        • Non-Verbal Learning Disability (NVD or NVLD) - these students generally show a discrepancy between their relatively high verbal skills and their weaker motor, visual-spatial and social skills. They are often very literal and concrete. For these students, technological tools are frequently seen as a refuge from the challenging world of social interaction and can be used as rewards.
        • ADHD/Executive Function Disorder - these are not technically considered learning disabilities, perhaps in part because the frontal lobes that seem essential to what are known as the executive functions do not fully develop until early adulthood, so all students need support with executive functions. Nevertheless, coping with a learning disability puts extra demands on a student to develop executive function skills, such as better time management or more self-monitoring in the classroom. Many of the same technologies recommended for those with traumatic brain injury (TBI) also work well here.
      - Other accommodations:
        
        The overarching goal with LD students is to help them “learn how to learn.” That is, they can be very successful when they have a clear understanding of their own disability and have concrete, practiced strategies to cope with it. Those strategies vary widely, depending on the area of difficulty. There are, however, a few guiding principles that can be used with any LD students:
        • Directly teach adaptive strategies (e.g., active reading techniques to increase comprehension and retention)
        • Scaffold complex tasks and skills: Start out with the teacher using heavily mediated instruction, known as explicit instruction, then slowly begin to let the students acquire the skill, moving towards the goal of student mediated instruction.
        • Provide ample independent, well-designed intensive practice.
        • Provide regular, quality feedback.
        • Engage students in process-type questions like, “How is the strategy working? Where else might you apply it?”.
  - - - Assistive Technology(ies):
        
        Mid Tech
        • Talklight: A handy prop that looks like a traffic light. The colors light up differently based on all the noise that’s being made in the vicinity. When the lights start going to red maybe it’s time to tell the class to settle down a little.
        • Music Players: Music gives people a safe place to explore their feelings and almost all students respond to it. Music is nonthreatening and can help develop positive relationships between students and adults.
        • Reminder Devices: We use these all the time in our adult lives. Simple alarms that alert you to anything from waking you up or reminding you of a task you are supposed to complete.
        
        Low Tech
        • Behavior Charts: Give students a way to monitor their progress. They can clearly see when they are behaving well for a certain time period and when their behavior might need adjusting. For having a number of good days in a row clearly define a reward they may be able to attain.
        • Vision Boards: An easy to make tool that is just a board that displays certain goals in your life. You should display images that reflect what you want in life and what you want to do. It should focus more on how you want to feel rather than only on material items.
        • Point/Incentive Sheets: If students perform and behave well you can further positively reinforce these qualities by giving them a sheet that functions much like a behavior chart. By doing well so many times they can get a nice reward.
        
        High Tech
        • Multisensory Integrated Technology Programs: Rooms or spaces with equipment that typically includes items such as projectors and effect wheels, bubble tubes, music equipment, fibre optics, vibrating devices, aroma diffusers and sound equipment (Fowler; Lancioni, Cuvo, & O’Reilly, 2002). It should be tailored to the individual’s specific needs and is a spectacle to behold.
      - Other accommodations:
        
        Here are some accommodations to consider when teaching students with Emotional Disturbance:
        • Have the rules of the classroom be clearly defined. Write them so they are visible.
        • Specify rewards and consequences but do not make the classroom punitive.
        • Provide models of positive behavior to avoid confusion.
        • Respond to students with emotional disabilities by responding to the person instead of any behavior they might exhibit.
        • Catch them being good and doing what they’re supposed to do rather than drawing overt attention to negative behaviors.
        • Before reprimanding negative social behavior, say, “Stop and think about what you just did. What should you have done? Now, try to do it more appropriately.”
        • Be aware of specific fears some students may have by communicating with special education teachers, parents, and the students themselves. Provide alternative activities if a lesson plan might draw out those fears.
        
        • Review acceptable ways of responding and asking questions and resolving conflicts.
        • Teach students how to monitor their own behavior and to attribute success and failures to positive or negative strategies rather than luck or external forces beyond their control.
        • Behavior contracts with individual students can be a good idea to provide transparency in the way you run your classroom.
        • Consider the environment; seat students with emotional disabilities away from easy access to harmful objects and substances and consider their proximity to everyone in the class including peers they may interact negatively with.
  - - - • Be Involved in the student’s IEP, they will definitely have one.
        These students will most likely need an aid to help in the classroom and with learning.
        • Give these students extra time to complete assignments, tests, homework.
        • Have students work in small groups or with a partner.
        • Record lectures or lesson or give them extra teachers notes so they can watch over again or at home if they need to.
        • Break up lessons into smaller parts or give more simple 2 step instructions at a time.
        • Set up a tutor to work with them before or after school
        • Allow the student to respond differently (orally, on a tech device, writing it down).
        • Keep distractions and transitions to a minimum.
        • Explicitly teach organizational skills.
        • Teach the difference between figurative and literal language, some students with intellectual disabilities will take everything literally by default.
        • Increase task difficult as time progresses.
        • Remove any unnecessary distractions that may keep students from attending. If they’re afraid of balloons, don’t have balloons in the classroom for example.
        • Teach students how to discriminate between important and unimportant details.
        • Use mnemonic devices such as words, sentences, pictures, devices and techniques for enhancing memories.
        • Mix easier tasks with harder tasks.
        • Explicitly state and show the students what you want them to do.
        •Find out from the student how they learn best to help them have a sense of control.
        • Make sure the student understands the process on how to ask for help.
        • Be aware that medications may affect the performance of the student.
        • Have high yet realistic expectations and maintain them.
        • Make sure to reinforce verbal information with visual supports.
        • Avoid using complex words or jargon.
        • Encourage students to use relaxation techniques to ease any anxiety they have especially during tests.
    - - Low Tech:
        
        • Checklists: Simple checklists can help remind students if they completed the necessary tasks for the day or worked on a specific goal.
        • Line Drawings/Pictures/Visual Supports: By reinforcing any auditory information with visual examples as well, you will foster learning.
        • Visual Timers: A great way to make sure your students spend their time wisely. By being able to see how long they have left on certain tasks it will give them an idea as to how long they should plan on working on each activity.
        Color Coding/Highlighters: Color coding notes is a simple way to help your students (especially with disabilities) differentiate between topics in the schemas in their minds.
        • Pencil Grips/Enlarged Writing Utensils: Sometimes students with disabilities need modified tools to help them succeed. Due to motor skill challenges, a student with a disability can make great use out of larger pens and pencils or simple grips to help them hold the writing utensil.
        Velcro: By being able to remove and replace items at will on velcro, you can come up with a plethora of ideas. You can have a mixture of pictures that can be removed and placed at different places with the velcro to convey different meanings such as a picture of a toilet/bathroom for when less vocal students need to use the bathroom.
        Handheld Magnifiers: This can be a simple way for students with a difficult time seeing smaller print to see the text better.
      - Mid Tech:
        
        • Digital Recorders: Recording a lesson and playing it back can be a great way to foster understanding. Instead of having to wait for the next time you see your teacher clarify something they said in class, you can just listen to it yourself.
        • Franklin Dictionary/Thesaurus: A tiny device that spells words aloud and has games on it. You can also look up information as you could from a dictionary.
        • Portable Word-Processors: Sometimes a student with disabilities will have poor handwriting. By being able to type out answers and responses, the student may do much better.
        • AAC Devices: Augmentative and Alternative Communication devices can be used to give voice to those who have none. They simply press the buttons on the screen and the device speaks for them.
        • Picture/Text Messages: Sometimes a student with a disability may respond better to things written on a screen rather than spoken aloud or on a board. Consider using text and picture messages to reinforce what you taught in class.
        • Calendar apps on cell phones: A simple way to manage time and see what’s coming next.
      - High Tech:
        
        • Mobile devices/Tablets/Ipads: Students with disabilities react to these sort of devices with enthusiasm. They can learn many things and use many apps specifically designed to assist with their disability.
        • Word Prediction: Language can be funky. By having a system that predicts the words you want to write with the right spelling and grammar, students with disabilities can make less mistakes and increase their confidence.
        • Text-to-Speech: Just because someone can’t write down coherent thoughts doesn’t mean they haven’t learned the topic. Give students with disabilities a chance to simply tell a machine what they want to write and you may be surprised at how well they do.
        • Screen Magnification Software: Some students with disabilities simply need a bigger screen and bigger text to read more proficiently. By simply magnifying screens you can accomplish this very easily.
        • Screen Readers: For those students with trouble seeing, you can provide technology that reads what they are supposed aloud.
        • Expanded Keyboards: Students with disabilities can benefit greatly from bigger keyboards. They make it easier to type exactly what they meant to and will be an asset in the classroom.
        • Book on Tape: If you are going to use books/textbooks in your class you should make sure it is also available in an audio format.
  - - - Assistive Technology(ies):
        
        • Computer software packages that aid in acquiring and developing speech and language skills. For example first Words .
        • Augmentative or alternative communication. AAC is using symbols, aids, strategies, and techniques that enhance the communication process. AAC can be used in both manual and electronic forms.
      - Other accommodations:
        
        Students on a speech or language impairment IEP will be assigned a speech-language pathologist. General education teachers should work with this speech-language pathologist to set up a program that aids the child in enhancing their language and speech abilities.