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assistive tech (Speech Impairment by Alana Alexandre (Language Impairment,…

- - - - Proper chairs and desks
      - Clear spaces for movement
      - Sound and light control
    - - Understanding classroom lectures
      - Participating in class/group discussions and activities
      - Presenting oral reports
      - Completing reading assignments
      - Stimulation of cognition and play skills
      - social/emotional development
    - - Access to visual and auditory information
      - Support on the use of remaining vision and hearing
      - Experimental sessions, interaction with peers
      - Teaching concepts along skills
      - Consistency, routine and repetitions, therefore, more time to respond.
      - Rest time.
    - - iPads and other tablets (for infants and early childhood education)
      - Braille note takers
      - Specific apps
      - Adapted books or Audiobooks
      - Communication boards
    - - Project IDEAL. (n.d.). Deaf-Blindness. Retrieved from http://www.projectidealonline.org/v/deaf-blindness/
      - Special Education Guide. (2013). Deaf-Blindness. Retrieved from https://www.specialeducationguide.com/disability-profiles/deaf-blindness/
      - Center for Parent Information & Resources ( 2017, June 6). About Specific Disabilities. Retrieved from http://www.parentcenterhub.org/specific-disabilities/
      - Axler, A. (2016, May 2). Deafblind Technology Solutions. Retrieved from http://www.perkinselearning.org/videos/webinar/deafblind-technology-solutions
      - Cushman, C. (2013, Aug 22). Resources for the Educational Use of iPads. Retrieved from https://www.wayfinderfamily.org/ipad-curriculum
      - NCDB (n.d.). Assistive Technology. Retrieved from https://nationaldb.org/library/list/40
      - Weismer, P. (2008, August 25). Integrating Technology into Literacy Based Activities for Children with Deaf-Blindness. Retrieved from https://nationaldb.org/library/list/40
  - - - Cochlear Implant . Text and instant messaging. Speech-to-text systems. Video relay service. Communication access realtime translation (CART)
        
        Technology used in the classroom
        
        Accommodation in the classroom
        
        References
        Holt, J. (1994). Classroom Attributes and Achievement Test Scores for Deaf and Hard of Hearing Students [Abstract]. American Annals of the Deaf, 139(4), 430-437. doi:10.1353/aad.2012.0274
        Definition of "Deafness" Under IDEA | Resources for Parents & Teachers. (n.d.). Retrieved May 1, 2018, from https://www.specialeducationguide.com/disability-profiles/deafness/
        Deaf Websites .com. (n.d.). Retrieved May 1, 2018, from http://www.deafwebsites.com/
        
        Accommodation for a deaf student can be very challenging for both the student and the teacher. To make students that are deaf feel inclusive teachers can take these steps: Learn sign language: learn simple sign language so you can interact with your deaf student. Closed-captioned videos. Sign language or oral interpreter in class. Slow down your speech pattern . communication access real-time translation (CART)
  - - - 5 WAYS ASSISTIVE TECHNOLOGY
        CAN HELP STUDENTS WITH
        DOWN SYNDROME
        Concordia University - Portland, S. (2013, January 10). Five Ways Assistive Technology Helps Students With Down Syndrome. Retrieved May 03, 2018, from https://education.cu-portland.edu/blog/classroom-resources/five-ways-assistive-technology-helps-those-with-down-syndrome/
        
        COGNITIVE SKILLS
        If a non-disabled student is able to complete a worksheet with 10 problems on it, the Down syndrome student may only be able to complete two of those problems. Assistive technology for Down syndrome comes into play by making the information accessible to a special needs student. This may require using fewer words, enlarging the graphics and lettering or even highlighting key words so the information is not overwhelming in addition to verbal instructions.
        
        WRITING SKILLS
        Assistive technology for Down syndrome has learned that slanted desks or a three-ring binder turned sideways allows a Down syndrome student to compensate for the lack of mobility in their wrists. Also providing shortened or triangular-shaped pencils can help them in holding their pencils properly.
        
        CUTTING SKILLS
        Assistive technology for Down syndrome has also created awareness that children with the condition often have trouble using the scissors provided in the classroom. Their hand mobility does not allow the ease of opening and closing the scissors since that motion is difficult.
        
        The aid provided are scissors with springs that are fixed to automatically open once it has been shut. Since the Down syndrome children are unable to learn that motion through their own experience, they are able to simulate it through these special scissors.
        
        TACTILE OPPORTUNITIES
        Every child needs those opportunities to work with their hands and learn through experience and touching. But children with Down syndrome, even more so, need tactile experiences for their growth and development. Assistive technology for Down syndrome offers some creative tactile ideas for allowing special needs children to learn in their school environment.
        
        Among these suggestions are forming their letters and numbers in Play-Doh or making them in shaving cream on their desk. Children who are just beginning to learn the alphabet can use enlarged letters and glue to trace the letters on the paper. It is not only a fun way to learn, but encourages the children to follow the lines while tracing with their pencils.
        
        1 more item...
        
        More than 200,000 US cases per year.
        Treatment can help, but this condition can't be cured.
        Requires a medical diagnosis. Lab tests or imaging often required.
        Down syndrome is a genetic disorder caused when abnormal cell division results in extra genetic material from chromosome 21.
        Down syndrome causes a distinct facial appearance, intellectual disability, developmental delays, and may be associated with thyroid or heart disease.
        Early intervention programs with a team of therapists and special educators who can treat each child's specific situation are helpful in managing Down syndrome.
  - - - A lot of emphases are put on OHI students' special needs in term of medicine, nutritional needs or other appropriate accommodations. Both teachers and parents should communicate with the school nurse regularly. Individualized study plan
      - ADHD
        
        The vast majority of students served in the OHI category have AD/HD. Since that disorder was included in this category, the number of students labeled OHI has grown significantly.
        
        Classroom accommodations
        
        organization
        
        Allow time for the student to organize materials and assignments for home. Post steps for getting ready to go home.
        
        Make sure the student has a system for writing down assignments and important dates and uses it.
        
        Provide a three-pocket notebook insert for homework assignments, completed homework, and “mail” to parents (permission slips, PTA flyers).
        
        Have the student keep a master binder with a separate section for each subject, and make sure everything that goes into the notebook is put in the correct section. Color-code materials for each subject.
        
        student work
        
        Accept late work and give partial credit for partial work.
        
        Divide long-term projects into segments and assign a completion goal for each segment.
        
        Test students with ADHD in the way they do best, such as orally or filling in blanks.
        
        Create worksheets and tests with fewer items, give frequent short quizzes rather than long tests, and reduce the number of timed tests.
        
        Information delivery
        
        Create outlines for note-taking that organize the information as you deliver it.
        
        Use visuals: charts, pictures, color coding.
        
        If possible, work on the most difficult material early in the day.
        
        Give instructions one at a time and repeat as necessary.
        
        Seating
        
        Create a quiet area free of distractions for test-taking and quiet study.
        
        Seats in rows, with focus on the teacher, usually work better than having students seated around tables or facing one another in other arrangements.
        
        Put the student with ADHD right in front of your desk unless that would be a distraction for the student.
        
        Seat the student with ADHD away from windows and away from the door.
        
        List of assistive technologies for ADHD students Computer Software: reading, writing, math. Brain Training - Printouts, Computer Software Brain Games - Hand Held. On-Line Computer Games. Software Based Lessons for Reading, Writing and Arithmetic. Talking Book. Voice Recognition Softwear. PDA's- calendar, timer, reminder messages. Invisible Clock-Reminder Timers. Noise Cancelling Ear Phones/Ear Plugs.Talking Computer Keyboards. Screen Magnifiers. E Dictionary.Alarm Talking Watches.Digital Talking Calculators.Children's talking calculators.
- - - - Neuromotor
        
        Spina Bifida Occulta/Cystica
        
        Cerebral Palsy
      - Degenerative
        
        Muscular Dystrophy
        
        Bone Tuberculosis
        
        Polio
      - Musculoskeletal Disorders
        
        Congenital Disorders
        
        Club Foot
        
        Absence of a limb
        
        Fracture
        
        Burn causing contracture
        
        Joint Deformities
        
        Juvenile Rheumatoid Arthritis
  - - - Comfortable/accessible seating (i.e. allowing a child to sit on or supported by a cushion, allowing room in the classroom at all areas for wheelchairs/walkers/crutches)
      - Specialized desk/table/chair if needed
      - Materials easily accessible
      - Focus on fine and gross motor skills incorporated into lessons (so hands on activities, and not just taking notes)
      - Allowing a child to go to the bathroom whenever they need to (neuromotor impairments can cause a loss of urinary control)
      - Being allowed to stand at any time/stretch/go to the back of the room if they are in pain from sitting down
      - Being allowed to wear earplugs during assemblies/loud times (sometimes those with neuromotor disorders have sound sensitivity as well)
      - More time alloted to move from place to place between classes
      - Alternatives during Physical Education if needed
      - Pain/other medication needed to be kept and distributed by the school nurse
      - Possibility of assigning a student to carry their stuff/going with them to different places
      - Teaching about diversity and inclusion in class
      - Set of textbooks at home and a set of each classroom so that students don’t have to carry textbooks around
  - - - Dominica, S. (2015, April 21). Teaching Students With Orthopedic Impairment. Retrieved May 3, 2018, from https://www.brighthubeducation.com/special-ed-inclusion-strategies/71197-having-a-child-with-an-orthopedic-impairment-in-the-class/
      - O. (n.d.). Orthopedic Impairment. Retrieved May 3, 2018, from http://education.ohio.gov/Topics/Special-Education/Students-with-Disabilities/Orthopedic-Impairment
      - Weiss, T. C. (2017, June 03). Children and Orthopedic Impairments. Retrieved May 2, 2018, from https://www.disabled-world.com/disability/children/orthopedic-impairments.php
- - - - Students can be divided into three categories:
        1) Low Vision: Vision remains primary sensory channel
        2) Functionally Blind: Vision can be used for functional task, but assistance is needed for learning
        3)Totally Blind: Assistance needed for functional and learning tasks
        http://www.projectidealonline.org/v/visual-impairments/
      - Demographic Information (2016), Students Eligible for free visually impaired reading material enrolled in K-12 Education:
        Estimated Students w/ sever visual impairment: 62,528
        Of these, 83% were recorded by state Departments of Education, 8% by residential schools for the blind, and the remainder from various specialized programs
        Primary Reading Medium:
        Braile: 8.2%
        Print Reader: 31.5%
        Auditory Reader: 10.7%
        Non/Symbolic Reader: 33.3%
        Pre-Reader: 16.3%
        American Printing House for the Blind, 2016 Annual Report. https://nfb.org/blindness-statistics
      - Warning Signs:
        -Appears clumsy, especially in new situations
        -Holds head in awkward positions while reading
        -Eye rubbing, excess blinking, squinting
        -Headache, dizziness or nausea after close-up work
        Further example signs in link
  - - - Computer Adaptations:
        -Voice Synthesis
        -Screen Enlargement
        -Braille Print Capability
        -Various Apps for
        touch-screen devices
        Source
- - - - Traumatic Brain Injury (TBI) is the leading cause of disability in children and youth across the United States; as many as one million children and youth will sustain a TBI from motor vehicle crashes, falls, sports-related injuries and abuse. The largest group of individuals with traumatic brain injuries fall within the 15 to 24-year-old age group, but the frequency is nearly as high for children and youth under 15 years of age.
        https://www.swsc.org/site/Default.aspx?PageID=898
      - DEFINITION
        "Traumatic brain injury" 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 may adversely affect a pupil's educational performance and may result in the need for special education and related services. The term applies to open or closed head injuries resulting in impairments in one or more areas, such as: cognition, speech/language, memory, attention, reasoning, abstract thinking, judgment, problem-solving, sensory, perceptual and motor abilities, psychosocial behavior, physical functions, and information processing. The term does not apply to brain injuries that are congenital or degenerative, or brain injuries induced by birth trauma.
    - - CHARACTERISTICS
      - Children who sustain TBI may experience a complex array of problems, including the following:
      - Medical/Neurological Symptoms: speech, vision, hearing and other sensory impairment, decreased motor coordination, difficulty breathing, dizziness, headaches, impaired balance, loss of intellectual capacities, partial to full paralysis, reduced body strength, seizures, sleep disorders, and speech problems.
      - Cognitive Symptoms: decreased attention, organizational skills, and problem solving ability; difficulty with abstract concepts; memory deficits; perceptual problems; poor concentration, poor judgment; slowed information processing, and poor memory.
      -  Behavioral/Emotional Symptoms: aggressive behavior, denial of deficits, depression, difficulty accepting and responding to change, loss of reduction of inhibitions, distractibility, feelings of worthlessness, lack of emotion, low frustration level, helplessness, impulsivity, inappropriate crying or laughing, and irritability.
      - Social Skills Development: difficulties maintaining relationships, inability to restrict socially inappropriate behaviors, inappropriate responses to the environment, insensitivity to others' feelings, limited initiation of social interactions, and social isolation.
      - TEACHING STRATEGIES
        
         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
        
        To work constructively with students with TBI, educators may need to:
        
         Provide repetition and consistency
        
         Demonstrate new tasks, state instructions, and provide examples to illustrate ideas and concepts
        
         Avoid figurative language
        
        ASSISTIVE TECHNOLOGY:
        
        http://www.projectidealonline.org/v/traumatic-brain-injury/
        
        Due to the various levels of traumatic brain injury, multiple types of assistive technology may be used. As with any student with disability, the assistive technology would need to address student accessibility to the educational curriculum.
        
        3rd 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
        
        http://www.projectidealonline.org/v/traumatic-brain-injury/
        
        1st 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)
        
        2nd 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
        
        For students with TBI, assistive technology falls into three categories:
- - - - Characteristics
        
        Characteristics:children with multiple disabilities will typically share deficits in five distinct areas of development: intellectual functioning, adaptive skills, motor skills, sensory functioning, and communication skills
    - - Prevalence
        The U.S. Department of Education reports 5,971,495 students receiving special education services in the 2003-2004 school year. Of that number, roughly 2.2%, or 132,333 students, received special education services based on a classification of multiple disabilities.
        Link Title
    - - Impact on Learning:Perhaps most importantly, students with multiple disabilities have deficits in the area of communication, making it difficult for them to communicate their wants, needs, and pains to those around them. This limitation can be devastating to the emotional and intellectual development of the child, but can be addressed through the use of assistive technology and augmentative communication systes.
    - - Teaching Strategies
        
        The planning process should be a multidisciplinary process, including parents, teachers, physical therapists, assistive technology teachers, and any number of additional support staff
        
        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. However, 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
    - - Technology one
        
        1.Best of all, they are portable, and the students can take the computer with them into nearly any setting. They can also be quite effective in supporting communication with unfamiliar individuals, making them an excellent instrument for use in an augmentative communication system.
      - Technology two
        
        2.Using software such as the Visual Assistant, teachers and service providers can program a number of different skill sets and instructions to be accessible to the student at any time. These technology can include visual information in the form of digital pictures or line drawings, as well as audio messages and instructions. This can be instrumental in helping students gain independence in the community, such as during vocational training activities. These handheld computers use a touch screen, making them more accessible to students with motor control issues.
    - - The Arc of the United States
        
        Center for Disability and Development
        
        American Association on Intellectual and Developmental Disabilities
        
        Council for Exceptional Children
        
        TASH (formerly The Association for Persons with Severe Handicaps)
        
        March of Dimes Birth Defects Foundation
        
        National Rehabilitation Information Center (NARIC)
        
        United Cerebral Palsy Associations, Inc.
    - - *Multiple disabilities are 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." :]
  - - - National Dissemination Center for Children with Disabilities (2004). Fact Sheet 10. Retrieved February 1, 2008 from www.nichcy.org/pubs/factshe/fs10txt.htm.
      - Turnbull, A., Turnbull, R. & Wehmeyer, M. L. (2007). Exceptional lives. Special education in today's schools. Upper Saddle River, NJ: Pearson Merrill Prentice Hall.
      - Hunt, N., and Marshall, K. (2006). Exceptional children and youth. Boston, MA: Houghton Mifflin Company.
      - U. S. Department of Education, Office of Special Education Programs. (2005). IDEA data website (http.//www.ideadata.org).
- - - - POSSIBLE MODIFICATIONS/ACCOMMODATIONS
        
        Emphasise listening skills- teacher can praise students for good listening and model good listening themselves. Teaching listening skills creates an environment of respect and it socialise the children in good behaviour.
        
        Make changes to classroom environment- By changing seating arrangements regularly and the availability of class resources, students may stay focused and on task.  
        
        Create authentic and meaningful tasks- Student engagement and motivation will be higher when students are doing useful and meaningful activities.
        
        Create opportunities for social interaction- This creates a community of learning (students learning from each other) and gives the students opportunities for students to practice language skills.
        
        Create and manage a behavioural system- set rules, set consequences, and always follow through. Students need structure and fairness.
        (Source: https://sites.google.com/site/inclusionresourcenotebook/disability-areas/high-incidence-disabilities)
      - ASSISTIVE TECHNOLOGY
        
        Hi-tech AT Supports
        Multi-sensory Integrated Technology Programs--these provide students with sensory cues, prompts, and lessons for social and emotional engagement. They are scientifically created to assist students to make connections between the heart and brain through the nervous system. e.g. BrainPopELL, Reading A to Z
        
        Mid-tech AT Supports
        The Talklight--is a light light that flashes in connection with noise levels in the room. It helps teach students to self-monitor their noise levels and it offers them positive reinforcements.
        
        Low-tech AT Supports- Behaviour Charts: students can track and visualise changes in behaviour and positive reinforcement e.g. Class Dojo, Edmodo
        (Source: https://prezi.com/ptlrwxm4zqgk/assistive-technology-for-emotional-and-behavioral-disorders/)
      - DEFINITION
        a) A condition whereby a child exhibits one or more of the following characteristics over a long period of time and to a marked degree that adversely affects the child's performance in the educational environment:
        i. An inability to learn that cannot be explained by intellectual, sensory or health factors.
        ii. An inability to build or maintain satisfactory interpersonal relationships with peers and teachers.
        iii. Inappropriate types of behaviour or feelings under normal circumstances.
        iv. A general pervasive mood of unhappiness or depression.
        v. A tendency to develop physical symptoms or fears associated with personal or school problems.
        b) Includes children who are schizophrenic but does not include children who are socially maladjusted unless they are also determined to have to have an emotional disability as determined by evaluation as provided in section 15-766. [A.R.S. Â§ 15-761(7)
        Emotional disturbances are regarded as a “High Incidence” disabilities (those make up 80% of all students with disabilities).
        (Source: http://www.azed.gov/disputeresolution/understanding-special-education/)
      - REFERENCES
        -----------(n.d.) Disability categories under IDEA: High incidence disabilities. Retrieved on May 2, 2018 from https://sites.google.com/site/inclusionresourcenotebook/disability-areas/high-incidence-disabilities
        Arizona Department of Education (2018). Understanding Special Education. Retrieved on May 2, 2018 from http://www.azed.gov/disputeresolution/understanding-special-education/
        Prezi (2018). Assistive technology for emotional and behavioural disorders. Retrieved on May 2, 2018 from https://prezi.com/ptlrwxm4zqgk/assistive-technology-for-emotional-and-behavioral-disorders/
- - - - “Low” Technology: Low-cost visual aids such as dry erase boards, clipboards, 3-ring binders, manila file folders, photo albums, laminated PCS/photographs, highlight tape, etc. When balanced in quantity and colors, “Low” tech materials support intendent learning. Supports visual learning through associations and connections, as well as helps to develop organizational skills.
        
        “Mid” Technology: Battery operated devices or "simple" electronic devices requiring limited advancements in technology. Example: tape recorder, Language Master, overhead projector, timers, calculators, and simple voice output devices.” Such approach helps children with ASD to create mental pictures, memorize images or text, and build new knowledge on existing.
        
        “High” Technology: Complex technological support strategies - typically "high" cost equipment. Example: video cameras, computers and adaptive hardware, complex voice output devices.” Complex technological support individualizes instructions with regards to the method of delivery, level of delivery, mode, type, and frequency of instruction and reinforcement.
- - - - There must be specific skills training in deficit areas as a central component in their curriculum http://www.interventioncentral.org/behavioral-interventions/special-needs/teaching-children-developmental-disabilities-classroom-ideas
        
        Post a clear and predictable schedule
        
        Match the format to the child's skill level
        
        It may help to develop individualized schedules, but the teacher must stick to the schedule if it is developed and administered.
        
        Build their motivation.
        
        Offer reward activities after a period of sustained work.
        
        Vary the pace and duration o f activities.
        
        Use visual cues to orient students in the classroom
        
        Use strategies to make directions and learning expectations clearly understood.
        
        Use the vocabulary and syntax that is understood by the child.
        
        Phrase your prompt to reflect what you would like to see the child do rather than just what they should stop doing.
        
        Create structured opportunities for students to participate in social interaction.
        
        Assign buddies for events outside of the room
        
        Assign helping roles in the classroom.
    - - Mid Tech (Battery operated, simple electronics)
        
        Calculators,
        
        Adapted Keyboard
        
        Sceen magnifier
        
        Mp3/ audiobooks
      - High Tech
        
        Portable for processor
        
        Text to speech/ speech to text
        
        Computer/Tablet
        
        Smart Board
      - Low Tech (not electronic)
        
        Use visual cues to orient students in the classroom
        
        Set off places in the classroom as areas used for specific tasks, and mark them by bookcases, rugs, and other visual markers.
        
        Use clear containers for materials and label them with the word pared with a picture of the object.
        
        Provide a copy of class notes