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AWESOME COHORT 6 14 categories of disabilities as identified by IDEA…

- - - - Other strategies:
        
        Regular speech, language, and auditory training from a specialist
        
        the use of amplification systems
        services of an interpreter for those students who use one or more visual communication modes
        
        favorable seating in the class to facilitate speechreading
        captioned films/videos
        
        the assistance of a notetaker who takes written notes so that the student with a hearing loss can fully attend to instruction
        instruction for the teacher and peers in alternate communication methods such as sign language
        
        People with hearing loss use oral or manual means of communication or a combination of the two:
        Oral communication includes speech, speechreading and the use of residual hearing
        Manual communication involves sign language, fingerspelling, and/or cued speech
        Total Communication as a method of instruction is a combination of the oral method plus sign language, fingerspelling and cued speech
        
        Assistive technology:
        
        Hearing Aids and Auditory Training Devices;
        
        Computers (software programs);
        
        Alerting Devices:
        
        Captioning: Televisions are equipped with the ability to provide captioning for individuals with hearing impairments.
        
        Telecommunication Devices
        
        Cochlear Implants
      - Professionals:
        Audiologists are professionals who diagnose, treat, and manage individuals with hearing loss.
        Teachers of the Hearing Impaired are specially trained educators who provide educational support to the student, the family, and other educators.
        Speech-Language Pathologists provide treatment for speech and language disorders.
        Interpreters are specially training individuals who relay to the student anything that is said in the class by employing communication processes such as repetition, sign language, fingerspelling, body language, and verbal expression.
        Since the great majority of deaf children (over 90%) are born to hearing parents, programs should provide instruction for parents on the implications of deafness within the family.
  - - - TEACHING STRATEGIES for Speech of language impairment
        
        Professionals: special ed professionals, specialists in pathology. Speech language pathologists provide the following servises:
        
        Helping children with articulation disorders to learn proper production of speech sounds
        
        Helping children who stutter to speak more fluently
        
        Assisting children with voice disorders to improve their voice quality
        
        Helping individuals with aphasia to relearn speech and language skills
        
        Assisting individuals who have difficulty swallowing as a result of illness, surgery, stroke, or injury
        
        Evaluating, selecting, and developing augmentative and alternative communication systems
        
        Enhancing communication effectiveness
        
        Assistive technology: software packages to develop speech and langiage skills. For example, program: 'First Words.' uses graphic presentations. Also, these students may use augmentative or alternative communication (AAC). AAC is the use of symbols, aids, strategies, and techniques to enhance the communication process. This includes sign language and various communication boards, both manual and electronic, that are used by individuals with impaired oral motor skills.
        Also, the most basic AAC devices (non-electronic communication boards) may become handy. The general education teacher should work with the speech-language pathologist to incorporate strategies to help the student generalize strategies mastered in speech therapy: corrective measures, helping with speech and language exercises, and providing the student with immediate feedback when the speech-language pathologist is not present.
    - - Articulation disorders (omissions, substitutions, distortions)
- - - - Due to the highly varied nature of this disability category, there are many different teaching strategies and assistive technologies that may be used. ("Understanding "Other Health Impairment"", n.d)
        
        Epilepsy
        
        Teaching strategies: Epilepsy is a highly variable condition and the abilites and needs of each student can be wildly different. Knowing your student well will help you to make the classroom environment as stress-free as possible for them. Knowing the signs of an impeding seizure is important as it will allow the opportunity to get the student to a safer space. Informing the other students about epilepsy and discussing the condition will also help them to be more understanding. Being aware of flashing lights and fast-moving images on screen is important as this may trigger a seizure. Some students experience seizures under high stress situations, and more frequently at certain times of the day, so tests and exams need to be carefully considered (Teaching children with epilepsy, 2017).
        
        Assistive technology: Electronic organisers have found to be useful as many epilepsy sufferers experience some kind of memory loss after a seizure, and these devices help them to remember what they were doing, and what they still need to do. It can also store important information that may be of use to those helping them during/after a seizure. Having screen guards helps to minimise flickering which many epileptics find useful. Another assistive technology that has helped many epileptics is picture exchange communication systems softwarre. After a seizure, communication may be difficult so this technology allows the use of pictures to communicate needs and feelings with those around them (Teaching children with epilepsy, 2017).
        
        Tourette Syndrome
        
        Teaching strategies: Build up trust with your student so that when they are experiencing high stress and things are escalating, you will be able to help them effectively. They need to feel as if you are an ally. Involving the student in measures to take to make them more integrated into the classroom is often useful as the students tend to know what sets them off and how they react under certain conditions. Giving the student room to contribute to their education strategies will also help to build trust and reduce anxiety. Preferential seating is highly recommended and differs with each student, but usually sitting at the back or to the side is preferred to keep distractions from tics to a minimum. Additional time for tests and assignments is usually needed. Consider alternatives to written tasks when physical tics make this difficult for the student (10 Things Teachers Can Do For Students with Tourette Syndrome, n.d.).
        
        Assistive technology: Some tics make note-taking very challenging for Tourette sufferers so a recording device is often very useful to allow them to listen to lectures in a less-pressured and more controlled environment. Word processors and speech-to-text devices can be incredibly useful for those whose physical tics make writing challenging. These tics often make reading very difficult too, so audiobooks and scanning pens are often used to aid reading. Text-to-speech software is also frequently used (LibGuides: Tourette Syndrome: Common Assistive Technologies, n.d.).
        
        ADD
        
        Teaching strategies： If the student struggles to remember what to bring to class/take home each day, give the student a list of what to pack in their bag each day and colour code their notebooks and textbooks to make it easy to identify books that go together.
        If the student is easily distracted and struggles to complete tasks, break assignments into smaller pieces and give them to the student one at a time. Seating the student in a 'minimal distraction' area is also helpful. Checking in on their progress regularly helps to keep them on task.
        If the student has difficulty in being organised, keep a strict daily routine and highlight important information to help them remember important things (Other Health Impairment., n.d.).
        
        Assistive technology: The assistive technology used for ADD students is often very similar to that used by ADHD students. Most technologies assist students with organisation, and sometimes with handwriting and maths problems. Some are very low-tech aids such as colour-coded tabs and highlighted text. Others are more high-tech such as word processors and electronic worksheets (Other Health Impairment., n.d.).
        
        ADHD
        
        Assistive technology:
        Many children with ADHD struggle with poor handwriting, inattention and maths challenges.
        For students who struggle to align and write maths problems on paper, consider electronic maths worksheets and talking calculators. Both technologies give the student aural feedback and the electronic worksheets save the student the stress of writing and aligning the problems themselves. For those who struggle with reading, an optical character recognition tool may be useful as it allows students to scan written text which can then be displayed on an easy to read screen and be read back to them. Portable word processors may be useful for those who struggle with handwriting as it allows them to easily take notes via typing. Many also have word prediction software, to help with spelling, and often have text-to-speech options too (Health Impairments, n.d.).
        
        A game called 'NeuroPlus' has recently been shown to significantly improve the concentrating ability of ADHD sufferers. The game uses signals from a wireless EEG headset to control how fast the character moves- the more they concentrate, the faster their character moves. The game's algorithm adapts as the child plays, increasing the difficulty as the child gets better. (Ricci, 2017)
        
        Teaching strategies: If the student is prone to acting out or disrupting the class, establish a private cue that allows the student to become aware of their behaviour and designate a 'calm down' area in the classroom. Make sure to enforce rules consistently.
        If the student is easily distracted and struggles to complete tasks, give them opportunities for movement in between sections of work.
        If the student has a tough time organising themselves and their work, colour code their books and highlight important pieces of information to help them organise things better. To-do lists are also useful for some students (Health Impairments, n.d.).
- - - - Present these expectations on walls, desks, charts and in verbal ways. Make thinking visible.
      - Clear consequences make for attainable rewards.
- - - - Autism is a complex developmental disability, the signs usually develop during early childhood.
        
        Lack of or delay in spoken language.
        Little or no eye contact.
        Lack of interest in peer relationships
        
        Repetitive use of language and/or motor mannerisms
        Persistent fixation on parts of objects.
        
        There is no singe cause for autism
        
        it is generally accepted that it caused by abnormalities in brain.
        
        other factors --chemical imbalance, viruses or chemicals, or a lack of oxygen at birth. In a few cases, autistic behavior is caused by: Rubella (German measles) in the pregnant mother.
        
        Autism -- High incidence disability
        
        Assistive technology include--- attention skills, motivation skills,,
        Overall independent daily functioning skills, Self help skills, academic help,organizational skills and motivational skills
        
        Faulty gene or genes might make a person most likely develop autism.
- - - - Accommodations
        
        Routines
        "be consistent with classroom routines. By doing the same thing each day the student knows what to expect and can begin following the same actions without additional guidance."
        
        Predictability "Predictable procedures will not only help teach skills and promote independence, but also decrease unwanted behaviors caused by not understanding expectations."**
        
        Seating Arrangements
        Consider individualized seat, pairing with a buddy, eliminating distracting factors of positioning in room
    - - Manipulatives
        Examples: Sticker Pages, Lacing Boards:
        To strengthen grasp and improve fine motor skills needed for handwriting
        
        Pencil Grips:
        Small additive to a pencil to strengthen and improve child's grip
        
        Alternative Mice, Large-print Keyboards
        
        Yoga Ball and Tube Mats:
        To improve core strength and enhance gross motor abilities
      - Google Apps:
        Examples:
        Bubble Pinch and Little Writer improve fine motor skills needed for handwriting
        Connect the Dots with Dino and Friends - helps to improve dexterity and coordination through tracing
- - - - Genetic
      - Developmental issues during pregnancy due to malformation, illness, or drug use
      - Problems at birth (lack of oxygen)
      - Health problems at a young age (whooping cough, the measles, meningitis, or malnutrition)
    - - Differentiation Strategies for students with Intellectual Disabilities
        
        Assistive Technologies
        “any item, piece of equipment, or product system,
        whether acquired commercially off the shelf,
        modified, or customized, that is used to increase,
        maintain, or improve functional capabilities of a
        individual with a disability” (Technology-related
        Assistance to Individuals with Disabilities Act, 1988).
        
        Graphic organizers
        
        Apps
        
        Expanded keyboards
        
        Speech recognition software
        
        Digital recorders
        
        Large print or highlighted texts
        
        Color coding
        
        Visual timers
        
        Special software
        
        Communication system
        
        Word processor
        
        Books on tape
        
        Instructional equipment
        
        Accommodations
        
        Checklists
        
        Prompts and sentence starters
        
        Provide immediate feedback and evaluation
        
        Allow as much time as needed to a student to master standard
        
        Scaffold tasks
        
        Demonstrate directions
        
        Revise how students respond to show knowledge and skills
        
        Alter how materials are presented
        
        Support services
        
        Supplementary Aides
        
        Individualized help is common
- - - - The term includes impairments caused by congenital anomaly (e.g., clubfoot, absence of some member, etc.), impairments caused by disease (e.g., poliomyelitis, bone tuberculosis, etc.), and impairments from other causes (e.g., cerebral palsy, amputations, and fractures or burns that cause contractures).
        
        Teaching Accomodations
        
        As with most students with disabilities, the classroom accommodations for students with orthopedic impairments will vary dependent on the individual needs of the student. Since many students with orthopedic impairments have no cognitive impairments, the general educator and special educator should collaborate to include the student in the general curriculum as much as possible.
        
        Special seating arrangements to develop useful posture and movements
        
        Instruction focused on development of gross and fine motor skills
        
        Securing suitable augmentative communication and other assistive devices
        
        Awareness of medical condition and its affect on the student (such as getting tired quickly
        
        Because of the multi-faceted nature of orthopedic impairments, other specialists may be involved in developing and implementing an appropriate educational program for the student. These specialists can include:
        Physical Therapists who work on gross motor skills (focusing on the legs, back, neck and torso)
        Occupational Therapists who work on fine motor skills (focusing on the arms and hands as well as daily living activities such as dressing and bathing)
        Speech-Language Pathologists who work with the student on problems with speech and language
        Adapted Physical Education Teachers, who are specially trained PE teachers who work along with the OT and PT to develop an exercise program to help students with disabilities
        Other Therapists (Massage Therapists, Music Therapists, etc.)
        
        Characteristics
        
        The IDEA category of orthopedic impairments contains a wide variety of disorders. These can be divided into three main areas: neuromotor impairments, degenerative diseases, and musculoskeletal disorders. The specific characteristics of an individual who has an orthopedic impairment will depend on both the specific disease and its severity, as well as additional individual factors.
        
        A neuromotor impairment is an abnormality of, or damage to, the brain, spinal cord, or nervous system that sends impulses to the muscles of the body. These impairments are acquired at or before birth, and often result in complex motor problems that can affect several body systems. These motor problems can include limited limb movement, loss of urinary control, and loss of proper alignment of the spine. The two most common types of neuromotor impairments are cerebral palsy and spina bifida.
        
        Degenerative diseases are composed of various diseases that affect motor development. The most common degenerative disease found in the school population is muscular dystrophy. Muscular dystrophy is a group of inherited diseases characterized by progressive muscle weakness from degeneration of muscle fibers.
        
        Musculoskeletal disorders are composed of various conditions that can result in various levels of physical limitations. Two examples of musculoskeletal disorders include juvenile rheumatoid arthritis and limb deficiency.
        
        Assistive Technologies
        
        Due to the various levels of severity of orthopedic impairment, multiple types of assistive technology may be used. As with any student with a disability, the assistive technology would need to address a need of the student to be able to access the educational curriculum.
        
        Devices to Access Information
        
        screen reading software
        
        augmentative and alternative communication devices (such as communication boards)
        
        speech recognition software
        
        academic software packages for students with disabilities
        
        Devices for Positioning and Mobility
        
        wheelchairs
        
        specialized exercise equipment
        
        crutches
        
        specialized chairs, desks, and tables for proper posture development
        
        canes
        
        walkers
      - A Low Incidence Disability can be defined as a disability that occurs in 1/2 or 1% of the school's population of the students with a disability.
        
        In the U.S. roughly 1.1% of students, received special education services based on a classification of orthopedic impairments.
- - - - People with TBI may have difficulty to pay attention or concentrate
        
        teaching strategies: • Reduce distractions in the student’s work area (i.e., remove extra pencils, books)
        • Divide work into smaller sections (i.e., have the student complete one section at a time;
        suggest times and expectations for completion)
        • Ask the student to summarize information orally that has just been presented
        • Use cue words to alert the student to pay attention (e.g., “listen,” “look,” “name”)
        • Establish a nonverbal cueing system (e.g., eye contact, touch) to remind the student to pay attention
      - cause: These mechanisms are the highest causes of brain injury: Open head Injury, Closed Head Injury, Deceleration Injuries, Chemical/Toxic, Hypoxia, Tumors, Infections and Stroke.
      - people with TBI may have difficulty of memory
        
        Teaching strategies: • Frequently repeat information and summarize it
        • Have the student carry an assignment sheet to each class and check that it is correctly
        filled out
        • Teach the student to use devices such as post-it notes, calendars and assignment books as
        self-reminders
        • Teach the student to categorize or chunk information to aid retention
        Demonstrate techniques such as mental rehearsal and use of special words or examples as reminders
        • Link new information to the student’s relevant prior knowledge
        • Provide experiential presentations of instructional materials
      - Organization abilities may affected by TBI
        
        Teaching strategies: Additional time for review
        • Written checklists of steps for complex tasks with instructions for checking off each
        completed step in an assignment or task
        • Written schedule of daily routines and reinforcements for referring to schedule
        • An assigned person to review the schedule at the start of the school day and organize
        materials for each class
        • Written cues for organizing an activity (i.e., first you do this, next you do this)
        • Practice sequencing material
        • Outline based on class lectures
        • Color-coded materials for each class (i.e., book, notebook, supplies)
        • Help planning a class activity, party or after school event to practice organizing an
        activity
      - Following Directions
        
        teaching strategies: • Providing oral and written instructions
        • Asking the student to repeat instructions back to the teacher or a peer
        • Underlining or highlighting significant parts of directions or written assignments
        • Rewriting complex directions into simple steps
        • Giving directions, asking student to perform the task, checking for accuracy and then
        providing immediate feedback
        • Slowing down the pace of instruction
- - - - Assistance Technologies
        
        Bilingual-Bicultural: In this approach, American Sign Language is the only method used in the classroom. Traditional English is taught through exposure to printed words on paper.
        
        Auditory/Oral: This teaching approach does not use sign language, but instead teaches the English Language through residual hearing and speech.
        
        Total Communication: This method combines auditory and visual communication for instruction. A combination of sign systems can be used, including American Sign Language, signed English, speech and sign language used simultaneously, cued speech and/or other communication methods
        
        Alternative Classroom Environments Day schools
        Early intervention and preschool programs
        Residential schools for the deaf
        Self-contained classrooms
        Mainstreaming and inclusion in general education settings
        Home school environment
        
        Proper Classroom Considerations: Students with hearing loss require a modified classroom, which should incorporate proper lighting for visuals. Each student should have a clear view of all visuals
        Use of an Interpreter: Many classrooms with deaf students who sign incorporate an interpreter for easier translation of material. Deaf students, who have grown up with sign language, should have sign language included in their daily educational life.
        Assistive Technical Capabilities: Years of research and development have provided educators with wonderful tools for maximizing auditory abilities for those students with some degree of hearing including:
        FM Systems which can project sound from an instructor’s microphone
        C-Print which is a speech-to-text computer system
        A speech synthesizer which converts a typed word into speech format
        Personal amplification systems
        Many opportunities exist for deaf education training and certification, and an educator’s responsibility is to be prepared for his or her students’ individual needs. For teachers of students with hearing loss, the right adjustments to the classroom environment coupled with advanced teaching methods can mean the difference between a student’s success and failure.
- - - - Assistive technology helps individuals with many types of disabilities. AT can help students in many ways. A student struggling with math additions can have a hand held calculator to solve the problems.
- - - - Teaching Strategies Individuals who are deafblind will often need touch in order for them to be sure that their partner shares their focus of attention.
        Exploring objects should be done in a "nondirective" way, allowing the individual who is deafblind to have control
        The individual may have very slow response times. Therefore, the teacher should allow time for the student to respond.
        Symbolic communication can be utilized by individuals who are deafblind. The principal communication systems include:
        Touch cues
        Object symbols
        Sign language
        Gestures
        Picture symbols
        Fingerspelling
        Signed English
        Braille
        American Sign Language
        Lip-reading speech
        Pidgin Signed English
        Tadoma method of speech reading
        Large print
        Many of the teaching strategies for individuals with visual impairments and hearing impairments can be used with individuals who are deafblind with modifications made for the communications needs of the individual.
        
        Assistive Technology
        Modern technology has provided opportunities for students who are deafblind to access the general curriculum. Assistive technology devices that were created for individuals with visual impairments (especially those with braille output) can be utilized by students who are deafblind. These include:
        Computer adaptations:
        Braille translation software: converts print into Braille and Braille into print Braille printer: connects to a computer and embosses Braille on paper Screen reader: converts text on a computer screen to audible speech Screen enlargement software: increases the size of text and images on a computer screen Refreshable Braille display: converts text on computer to Braille by an output device connect to the computer
        Adaptive devices:
        Braille notetakers: lightweight electronic note-taking device that can be connected to a printer or a Braille embosser to produce a printed copy Optical character reader: converts printed text into files that can be translated into audible speech or Braille Electronic braillewriter: produces Braille, translates Braille into text or synthetic speech
        Telecommunication Devices
        In order for individuals who are deafblind to communicate using the telephone, they may use a telecommunication device for the deaf (TDD) that includes braille output. A TDD is a small keyboard with a display and modem. To use the TDD the individual must relay information to an operator. Text messaging has recently become a very useful avenue for individuals with hearing impairments to relay messages without using the TDD.
- - - - Keep in mind as an educator
        
        All students, including those with visual impairments, learn at individual rates.
        
        Always treat the visually impaired student equally with other students. This includes discipline and special privileges as well as involvement in extracurricular and leadership opportunities.
        
        Please don't presume that just because the student can't see and is using other learning mediums that the student is incapable. Try to allow the student to use their strengths in the areas they have to learn.
        
        Encourage the student's use of proper posture, eye contact as much as possible and proper social etiquette. Discourage any inappropriate mannerisms to maximize the student's physical and emotional health, as well s the student's social, educational and career potential.
        
        Braille materials take an exceptionally long time to order and/or prepare. Textbook committee members should be aware of this and be certain that braille textbooks can be ordered in January for the following fall so that they can be transcribed in time. Extra time may be required for math and technical books, as Braille mathematical notation requires a unique certification that many literary braille transcribers do not possess.
        
        One key accommodation that is absolutely essential is access to textbooks and instructional materials in the appropriate media and at the same time as their sighted peers. For students who are blind this may mean braille and/or recorded media.
      - Accommodations and Modifications for students with visual impairments
        
        Brialle
        
        Textbooks, worksheets, and all materials used in instruction are provided in braille.
        
        Manipulatives
        
        Physical items (such as small toys, buttons, or beads) are used to demonstrate mathematical concepts or used in art classes to complete a tactile drawing.
        
        Audiotape materials
        
        Books and other print materials are provided on tape.
        
        Electronic access
        
        Materials are provided in an electronic format to be accessed with a computer or electronic notetaker, for example, your child uses an online encyclopedia to do research for a term paper or reads a textbook in digital format.
        
        Tactile graphics
        
        Printed maps, diagrams, and illustrations are provided in a tactile format.
        
        Environmental Modifications
        
        Flexibility to move within a room
        
        A student with low vision is given flexibility to move closer to visual activities in the class room, such as a demonstration being given.
        
        Additional desk or work space
        
        Some students (especially those who read and write in braille) require extra space to place materials needed to complete classroom tasks.
        
        Preferential seating
        
        Your child is allowed to sit in the classroom wherever it is most beneficial, for example, where he has the best view of the board, away from a light source to reduce glare, or near a power outlet needed for an assistive technology device.
        
        Additional shelving or storage space
        
        Braille books and additional equipment require storage space, and adequate shelving should be provided for materials.
        
        Assistive Technology
        
        Computer adaptations:
        Braille translation software and equipment: converts print into braille and braille into print.
        Braille printer: connects to a computer and embosses braille on paper.
        Screen reader: converts text on a computer screen to audible speech.
        Screen enlargement software: increases the size of text and images on a computer screen.
        Refreshable Bbraille display: converts text on computer to braille by an output device connected to the computer.
        
        Adaptive devices:
        Braille notetakers: lightweight electronic note-taking device that can be connected to a printer or a braille embosser to produce a printed or brailled copy.
        Optical character reader: converts printed text into files on a computer that can be translated into audible speech or Braille with appropriate equipment and software.
        Electronic braillewriter: produces braille, translates braille into text or synthetic speech.
        Talking calculators: calculates with voice output.
      - References
        http://www.familyconnect.org/info/education/know-your-rights/accommodations-and-modifications-at-a-glance/135
        Allan, J. (n.d.). Classroom strategies for Regular Education Teachers who have students with visual impairments. Retrieved October 08, 2017, from http://www.tsbvi.edu/instructional-resources/1911-classroom-strategies-for-regular-education-teachers-who-have-students-with-visual-impairments
        Visual Impairments. (n.d.). Retrieved October 09, 2017, from http://www.projectidealonline.org/v/visual-impairments/
- - - - Defined in one regulation as "concomitant impairments (such as mental retardation-blindness, mental retardation-orthopedic impairment, etc.), the combination of which causes such severe educational problems that they cannot be accommodated in special education programs solely for one of the impairments." (34 C.F.R., sec. 300[b][6])
      - Determining an appropriate educational program for a student with multiple disabilities can be a daunting task due to the variety of pervasive supports needed by these students.
        
        Planning process should be a multidisciplinary process, including the student, parents, teachers, physical therapists, assistive technology teachers, and any additional support staff.
        
        The strengths and desires of the student should guide the entire process.
        
        Specific steps to success need to be identified, and timelines set for each educational objective.
        
        Resources and supports needed for the student to achieve goals should be defined and addressed.
        
        One area of support that can be particularly effective for all involved is peer tutoring. Peer tutoring has been proven to have positive results for students with multiple disabilities in a number of separate research studies. Care must be taken that the tutoring is not a one-way relationship, but is reciprocal. The student with multiple disabilities should also be able to provide something to the tutoring process, even if it is a simple social behavior. Some training on both sides will be necessary to make this a fruitful support system.
        
        Augmentative and Alternative Communication (AAC)
        
        Augmentative and Alternative Communication can be defined as any instructional technique, device, or system that serves to support and bolster communication in individuals with multiple sensory, physical, and cognitive impairments.
        This can include:
        
        tangible and tactile symbol systems
        
        choice boards
        
        object prompts and symbols
        
        physical modeling and prompting
        
        techniques reliant on computer or microswitch technology.
        
        Microswitches are typically used with those students with the most limited physical range of motion; these devices control for fatigue by allowing the manipulation of technology with the least expenditure of energy. The ultimate goal of augmentative and alternative communication devices and systems is to provide the student with the means to communicate effectively with others, sharing in the countless emotional and social benefits that can come from a reciprocal interaction with another person. Whether low tech or high tech, augmentative communication devices all share four key features: symbols, displays, selection, and output.
        
        Assistive Technology
        
        Examples of Assistive Technology
        
        Handheld Personal Computers:
        These can be programmed so a number of different skill sets and instructions are accessible to the student at any time. This technology can include visual information in the form of digital pictures or line drawings, as well as audio messages and instructions. These handheld computers use a touch screen, making them more accessible to students with motor control issues. Best of all, they are portable, and the students can take the computer with them into nearly any setting. This can be instrumental in helping students gain independence in the community. They can also be quite effective in supporting communication with unfamiliar individuals, making them an excellent instrument for use in an augmentative communication system (AAC)
        
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