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Disabilities (Low Incidence (Deaf blindness (Student Difficulties…

- - - - Define:
        Deafness and hearing loss have many causes and can occur at any age. People can go deaf suddenly as a complication of a virus, or lose their hearing over time because of disease, nerve damage, or injury caused by noise. About 3 in 1,000 babies is born deaf, often because of genetic factors. (Hearing Loss and Deafness)
        
        Student difficulties
        
        Inclusion Solutions
        
        Written or visual instructions for changes to daily schedule.
        
        Sign language support teacher.
        
        Technology assistance
        
        One Voice: turns an iphone or ipad into an augmented and alternative communication device. (Younge)
        
        That's how I feel: uses colored and easy to understand illustrations to help students and children express their feelings in real time. (Younge)
        
        Speech Trainer 3D: uses 3D animations to give detailed directions of the correct positioning of the tongue, lips, and mouth for speech production. (Younge)
        
        Tap Speak Choice: Text-to-speech options support is an online application used for any device that creates text from spoken words. (Younge)
        
        Dragon Dictation: The Dragon Dictation app is a voice to text app.
        This app turns spoken speech into text from you cellphone, computer or tablet. (Younge)
        
        Closed captions on all visual tools.
        
        Visual cues that signifies transition will be occurring. (Weber)
        
        Easy flowing classroom routines. (Weber)
        
        Inability to understand vocal cues.
        
        Inability to have vocal collaboration with students.
        
        inability to lip read:
        Only 30-40% of spoken English is distinguishable on the lips. (Weber)
        
        Teacher / fellow peers do not know sign language.
        
        Works Cited:
        Hearing Loss and Deafness. (n.d.). Retrieved May 03, 2018, from http://www.medbroadcast.com/condition/getcondition/hearing-loss-and-deafness
        Younge, T. (2012, November 24). Tech Tools – Deafness and Hearing Impairments. Retrieved May 03, 2018, from https://marylandlearninglinks.org/tech-tools-deafness-and-hearing-impairments/
        WORLD REPORT ON DISABILITY [PDF]. (2011). Geneva: World Health Organization 2011.
        Weber, M. L. (2016, August 1). 10 Challenges Deaf Students Face in the Classroom. Retrieved May 6, 2018, from http://www.gettingsmart.com/2016/08/10-challenges-deaf-students-face-in-the-classroom/
  - - - Student Difficuluties
        
        Multiple learning disabilities associated with Autism and it can be different for each impacted child. There is a spectrum with may 'high' level students who can integrate with little assistance into the general student population to those who are in need of one on one assistance : (1) Executive Function level - can they control themselves physically and emotionally? (2) Sensory Processing - can they store and recall information and facts? Teachers need to be ready to provide accommodations for these students (Autism Speaks 2018)
        
        Inclusion Solutions
        
        Daily Outlines- give the students a detailed schedule each day to help them understand what is expected of them (this supports their trouble with executive function) as well as helps them deal with transitions (which are particularly scary for students with Autism
        
        2.Alternate Media-- Students with autism need multiple input scaffolds to support their learning as typical lecture style instruction limits their learning needs. For example, give student that like visual learning-- videos, charts and pictures to support lectures. For students who are auditory learners provide an audio tape or recording of lectures or audiobooks. And for autistic learners who have difficulty with both auditory and visual learning provide Kinesthetic options. For example, tactile tools like board games, cards, and pads for note taking.
        
        Quiet Corner- Students with Autism often have trouble in busy/loud classrooms. Create a space for them to cut down on those distractions by making a 'quiet corner'. Make it in a low traffic corner of the classroom where these students can better focus.
        
        Extra Breaks- Students with Autism often have to work harder to deal with each activity put before them in the classroom. By planning in at least one 5min break each hour, it helps them to keep the pieces of their learning organized (supporting executive function) as well as giving them time to recover or prepare for transitions which are challenging fo them.
        
        Technology Assistance
        
        To support challenges with communication provide 'visual screen displays' or apps that support building verbal skills. One such app is called SceneSpeak for creating interactive text to speech displays students can use to narrative ideas.
        
        Provide STEM related teach by doing projects that Autistic children can be more successful at. For instance, have student use 3-d printers and computers to create projects with clear beginning and ends to alleviate task based stress.
        
        Use digital tools to promote 'confidence'. For example, students with Autism are intimidated by social contexts. But if given a technology to mediate social situations like in a classroom setting, they can calm down and be more successful. This was shown to be the case with students using 'Spiro' Robots in a 6th grade classroom through which they explored outside their social comfort zones. [drawn from (Cortez 2018)]
  - - - Defining Traumatic Brain Injury (TBI): The Individuals with Disabilities Act (IDEA) defines TBI as “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 a child’s educational performance.” This does not include disability that resulted from birth complications or conditions that the individual was born with.
        
        Student Difficulties
        
        Attention problems
        
        Memory
        
        Various language problems
        
        Difficulty with learning and retaining new information
        
        Confusion relating to recall of information
        
        Inappropriate behaviour
        
        Inclusion Solutions
        
        Give the student a broad goal for them to achieve at their level
        
        Limit tasks for students to fulfill and ask comprehension questions
        
        Provide a written copy of instructions to ensure they do not forget steps
        
        Look directly at the student and speak clearly
        
        Extra time to complete tasks
        
        Repeat instructions to help with retention
        
        Allow the student to have extra breaks
        
        For more inclusion solutions, see individual mind map labelled "Integration": https://www.mindmeister.com/1088282763?t=LaRXua7WCm
        
        Assistive Technology
        
        Memory and organisation tools:
        
        calendar boards
        
        schedule organizers
        
        smartphones
        
        voice organizers
        
        Accessing information:
        
        speech recognition software
        
        screen reading software to help TBI students with visual impairment
        
        tinted overlays to make reading easier
        
        Mobility aids:
        
        canes
        
        crutches
        
        wheelchairs
        
        chairs and desks adapted to the student's needs
        
        Sources:
        BrainLine. (25 July 2008). Classroom Interventions for Students with Traumatic Brain Injuries. Retrieved 4 May, 2018, from https://www.brainline.org/article/classroom-interventions-students-traumatic-brain-injuries
        BrainLine. (21 June 2010). Common Classroom Issues of Students with TBI. Retrieved 4 May, 2018, from https://www.brainline.org/article/common-classroom-issues-students-tbi
        Project IDEAL. (2013). Traumatic Brain Injury. Retrieved 4 May, 2018, from http://www.projectidealonline.org/v/traumatic-brain-injury/
        Special Education Guide. (2018). A Definition of "Traumatic Brain Injury" under the IDEA. Retrieved 4 May, 2018, from https://www.specialeducationguide.com/disability-profiles/traumatic-brain-injury/
  - - - Teaching Strategies
        
        Consider off-campus activities, maybe need to provide guided assistance or check out the place beforehand.
        
        Try to provide videos or other materials beforehand to these students, so in class they are not slowed down so much
        .
        
        Make required books and readings available ASAP so they have time to find in braille or audio.
        
        Use different methods for giving feedback and remarks on assignments than hand written notes.
        
        Teaching style needs to be verbal. Think about how to convey information to a student that cannot see what you are doing or showing. Talk through calculations, procedures as they are carried out, or graphs/charts being shown.
        
        Consider assessments and exams. Will they need to use assistive technology to complete an exam, and more time to complete.
        
        Set the physical classroom up in a way to not make it too difficult and safe to move around for the student
        
        Use Tactile graphics when necessary
      - Student Difficulties
        
        Struggle with socializing. Have a hard time knowing when it is appropriate to join in a conversation. This can cause many to simply not want to socialize or participate in class.
        
        Need to rely on assistive technology if available, large size text books, and if reading braille may take up to 3 times longer than readers with sight.
        
        Physical environment can be limiting. Moving between classes, around in the classroom, around the school etc. can be stressful and also take a lot of time.
        
        Struggle or unable to see board, books, computer, or paper.
        
        Movies or videos used in class may be hard to follow.
        
        Taking notes in class may be difficult and time consuming.
        
        Headaches resulting from eyestrain can require frequent breaks and less study time.
      - Assistive Technologies
        
        Optical devices for Near viewing
        
        Magnifiers
        
        Lenses
        
        Non-Optical Low Vision Devices
        
        Book stands/ Slant boards
        
        Felt tip or 20/20 pens
        
        Bold line paper
        
        Graphite pencils
        
        Acetate or color filters
        
        Large print keyboards
        
        Reading guides with highlighters
        
        Task Lighting
        
        Low vision watches
        
        Typoscopes
        
        Optical devices for distance viewing
        
        Binoculars
        
        Spectacle mounted telescopes
        
        Hand held monocular
        
        BiOptic Telescopes
        
        Braille Technology
        
        Braille Printer/Embosser-Helps to print notes or text in braille
        
        Braille translation software- Converts text into braille
        
        Refreshable braille display- Helps to read line by line what is on a computer or electronic text
        
        Electronic braille note takers-Helps to take notes in class, can then be stored on computer or printed in braille or regular text.
        
        Low and Medium tech Devices for tactual learners
        
        Braille Watches
        
        Braille Compass
        
        Bump Dots
        
        Cranmer abacus
        
        Script letter board
        
        Full page writing guide
        
        Raised line paper
        
        Signature guide
        
        Perkins Braillewriter
        
        Slate and Stylus
        
        Work plate trays
        
        Braille Labelers
        
        Video Magnifiers
        
        Video magnifiers with distance capabilities
        
        Portable video magnifiers
        
        Stand video magnifiers
        
        Optical character recognition
        
        Screen Magnifiers and Readers
        
        Screen Reader Software
        
        NVDA
        
        TalkButton
        
        JAWS
        
        Thunder
        
        CDesk
        
        Word Talk
        
        WebAnywhere
        
        Window-Eyes
        
        Computer screen magnifiers
        
        Auditory Access devices
        
        Electronic dictionary w/ Speech
        
        Audible Gym Equipment
        
        Audio books
        
        Speech Recognition software
        
        Talking and Large Print Calculators
        
        Talking Watches
      - References:
        
        World Health Organization. (n.d.). Vision impairment and blindness. Retrieved May 5, 2018, from http://www.who.int/en/news-room/fact-sheets/detail/blindness-and-visual-impairment
        
        Australian Disability Clearinghouse on Education and Training. (n.d.). Vision Impairment and Blindness. Retrieved May 5, 2018, from
        https://www.adcet.edu.au/inclusive-teaching/specific-disabilities/blind-vision-impaired/
        
        Texas Council for Developmental Disabilities. (n.d.). Visual Impairments. Retrieved May 5, 2018, from
        http://www.projectidealonline.org/v/visual-impairments/
        
        Malburg, S. (2015, May 31). Ideas for Teaching Visually Impaired Students: Seeing the Big Picture. Retrieved May 5, 2018, from
        https://www.brighthubeducation.com/special-ed-visual-impairments/62427-ideas-for-how-to-teach-visually-impaired-students-seeing-the-big-picture/
        
        Willings, C. (n.d.). Types of Assistive Technology. Retrieved May 5, 2018, from
        https://www.teachingvisuallyimpaired.com/types-of-vi-at.html
      - Visual impairment comes in many different forms and degrees. But is classified as any visual impairment that impacts one's ability to complete everyday activities in life.
        
        Definitions
        
        Moderate Vision Impairment
        
        Severe Vision Impairment
        
        Normal Vision
        
        Blindness
        
        An estimated 253 million people live with vision impairment. Including 19 million children. (World Health Organization)
    - - May have reversals: b for d, p for q or inversions: u for n, w for m
        
        Closes one eye while working, may yawn while reading
        
        Turns head when reading across page or holds paper at odd angles
        
        Complains eyes hurt and itch, rubs eyes, complains print blurs while reading
        
        Cannot copy accurately
        
        Loses place frequently
        
        Does not recognize an object/word if only part of it is shown
        
        Holds pencil too tightly; often breaks pencil point/crayons
        
        Struggles to cut or paste
        
        Misaligns letters; may have messy papers, which can include letters colliding, irregular spacing, letters not on line
        
        May often appear lost or disoriented.
        
        May miss their seat when sitting down or constantly bump into people or objects.
      - Avoid grading handwriting
        
        Avoid grading handwriting
        
        Provide alternative for written assignments
        
        Suggest use of pencil grips and specially designed pencils and pens
        
        Allow use of computer or word processor
        
        Restrict copying tasks
        
        Provide tracking tools: ruler, text windows to exclude other visual distraction on page to help student focus on text in smaller portions.
        
        Use large print books
        
        Plan to order or check out books on tape
        
        Experiment with different paper types: pastels, graph, embossed raised line paper
        
        Visual and memory based games
        
        Don't rely solely on weakness - i.e. if a lesson is to write an answer or read a text, give the student the option to dictate, speak or be read to
        
        Audio recordings or texts or dictation to text word processing
  - - - Challenges associated with Multiple Disabilities
        
        Effectively communicating with students
        
        Student functionality in the classroom (or in the school building)
        
        Finding settings suitable for student intelligence level
        
        It’s important to know:
        • how each disability affects the child’s learning and functioning
      - Learning and Teaching Strategies
        
        Assistive Technology
        
        Text to speech technology: Students who have verbal communication impairments are able to communicate their thoughts and needs using text or images.
        
        Intellikeys: A programable keyboard for students who cannot use a traditional keyboard and mouse. Helps to develop literacy through pictures and text.
        
        Intellitools: multimedia modeling, animation, and auditory support to assist students in developing challenging concepts
        
        Clicker5: A tool that allows students to write words by selecting words, pictures and phrases. Allows students to hear words and phrases before and after they write.
        
        Smartboard: Smartboards have multiple programs to assist students with multiple disabilities. These programs include writing, reading, speech, listening, mathematic reasoning, etc...
        
        Educational Support
        
        Physical and occupational therapy
        
        Children with multiple, more severe disabilities are likely to need ongoing support with activities such as: walking, standing, lifting, and bending; speaking and communicating; concentrating and thinking; working. The student’s IEP team should identify which major life activities are a challenge for the student because of his or her disabilities
        
        Tap into the student’s strengths. Each student with multiple disabilities has his or her own set of skills, strengths, and learning needs, which are documented in the IEP (always start with the IEP!). So, it’s a good idea to find out more about the student’s strengths and interests. Parents are a great source of this information, so is the student!
    - - Source: Escowitz, S. (n.d.). Mutliple Disabilities in Your Classroom: 10 Tips for Teachers (pp. 1-3, Publication). National Dissemination Center for Children with Disabilities. doi:http://nichcy.org/disability/specific/multiple
      - Source: Special Education Guide. (2018). Multiple disabilities. Retrieved from https://www.specialeducationguide.com/disability-profiles/multiple-disabilities/
      - Source: Paths to literacy. (2017). Technology for students with multiple disabilities. Retrieved from http://www.pathstoliteracy.org/technology-students-multiple-disabilities
  - - - Inclusion Solutions
        
        Focus of keeping learning functional, develop and set clear goals and objectives which are limited. The reason for this being that a deaf-blind student will need a lot of practice and repetition of skills before they can generalize these in other situations.
        
        The use of signals, gestures, sign language (or even a combination of these communication methods) can help to develop a foundation of communication for learning. A deaf-blind students language can be developed through the use of routines, as images and demonstrations will be of little value to a student who has a lack of real-world experience.
        
        Incidental learning of objects and actions will be near impossible to learn for a deaf-blind student. Students will have a greater benefit from being taught how to use and accept the method of instruction in which others will help to interpret and support them.
        
        Learning centers can be beneficial to deaf-blind students if they are set different goals from other students. For example when learning art skills, rather than shaping specific objects with clay, this students goals could be based around pulling and squeezing to further develop other sensory skills.
        
        Curriculum focus should be on bonding and developing interactions and routines, in order to expand the frequency and functions of communication.
    - - Ensuring the environment is always safe, not only physically but also socially and emotionally
      - Teacher creating a strong trust bond with student for them to feel comfortable enough to experience new things
      - Must always work in small groups or individually, large group work can only be beneficial if the student is always active - such as sports and playground activities.
      - Dependent on others to make communication accessible
      - Can only learn by doing, deaf-blind students will not learn whilst he is waiting for others to take a turn or seeing how other people can do specific tasks.
      - In many situations, there will be little or no explanation of things which happen before they do. Which is why it is important to keep interactions balanced (example: during activities, my turn, your turn) to encourage the student to be responsive.
    - - Technology Assistance
        
        Voiceover Reader - Can speak descriptions of what is on the computer screen and be controlled by any keyboard
        
        Deafblind Communicator - Uses a braille keyboard which can be transmitted to writing on a smart phone/device
        
        Perkins Brailler - A braille typewriter with a screen for displaying what is being typed
        
        Zoom Magnifier - Can enlarge text and images on PC/smart devices
        
        HumanWare Communicator (App) - This app can be used to facilitate a text conversation between a deaf-blind person and a sighted person. Deaf-blind people can also initiate the conversation with pre-recording greeting messages which are launched by a set command.
        
        Braille Sense U2 (Braille Notetaker) - Intended to be the equivalent of a PDA which allows users to read a write files in a number of formats, keep contact information, schedule appointments, listen to media files, emails and other simple web browsing activities.
  - - - Classroom accommodations
        
        Amplification options (tech): personal hearing devices, FM system
        
        Communication accommodations: seating arrangements, clearly enunciate, obtain attention prior to seaking
        
        Instructional: Visual supplements:overheads, whiteboard, charts, vocab lists, lecture outlines, Buddy system for notes, extra explanation
        
        Curriculum accommodations: pre-tutor vocab,, extra practice, alternative curriculum:
        
        Source: University of South Dakota. (n.d.). Classroom Accommodations for Students Who Are Deaf or Hard of Hearing. Retrieved from https://www.asha.org/Events/convention/handouts/2011/Martin-Williams-Gassen/
    - - Hearing AIds
      - Telecommunication device for the Deaf
      - FM systems
      - Audio Loops
      - Infrared Sysems
      - Cochlear Implants
      - Source: The Special Ed Wiki. (n.d.). Assistive Technologies for Students with Hearing Impairments. Retrieved from http://sped.wikidot.com/assistive-technology-for-students-with-hearing-impairments
- - - - Facts:
        1) 6.4 Million US children aged 4-17 diagnose.
        2) Average age of diagnosis 7 years old.
        3) Symptoms usually appear between ages of 3 - 6 years old.
        4) 42% increase in diagnoses in last decade.
      - SYMPTOMS
        There are 3 types of symptoms
        1) Inattention.
        2) Hyperactivity.
        3) Impulsivity
        
        Signs of Inattention.
        1) Trouble staying focused
        2) Appears not to listen
        3) Doesn't pay attention to detail & makes careless mistakes.
        4) Trouble being organised
        5) Often loses homework, toys, books etc
        
        Signs of Hyperactivity
        1) constant fighting & squirming
        2) Difficulty sitting still, playing quietly or relaxing.
        3) Moves around constantly
        4) Talks excessively
        5) May have a quick temper
        
        Signs of Impulsiveness
        1) Acts without thinking
        2) Guesses rather than working out answer & will answer before full question is asked
        3) Intrudes on others conversation/games
        4) Says wrong thing at wrong time
        5) Unable to keep powerful emotion in check - resulting in angry outbursts
        
        TREATMENT
        
        Accomodations
        1) Sit at front of class next to a well behaved student.
        2) Deal with issues in private, do not engage in an argument mid class.
        3) Students has extra time to complete assignments. Students given shorter assignment and different deadline. Student to show progress every 'x' mins in class.
        4) Student to assist teacher for part of lesson, this keeps student engaged and on task.
        5) Give student free time after completing a task.
        6) Arrange a signal with student ti use to remind student to satay on task
        
        Technology
        1) Smart boards allows teacher to highlight important information in different colours to make it more stimulating.
        2) Talking books make learning more interactive and allows student an immediate response if they come across a word they don't know.
        3) Noise canceling headphones can allow student to block out all noise to concentrate on their work.
        
        References
        Holland, K & Riley, E. (n.d). ADHD by the Numbers: Facts, Statistics, and You. Retrieved from www.healthline.com/health/adha/facts-stastics/onfographic
        May 4, 2018
        The National Institute of Mental Health. (March 16, 2016). Attention Deficit Hyperactivity Disorder Retrieved from www.nimh.nih.gov/health/topics/attention-deficit-hyperactivity-disorder-adhd/index.shtml May 4, 2018
  - - - Adaptive Functioning: Problems with communication and independent Living
      - Intellectual Functioning: Problems with learning, problem solving or judgement.
    - - Establish a positive parent-child interaction.
      - Take part in play and language stimulation
      - Gather information about early intervention.
      - Find access to community services and support groups.
      - Seek social, recreational, and sports activities in the community.
    - - ① Daily, D. K., Ardinger, H. H., & Holmes, G. E. (2000, February 15). Identification and Evaluation of Mental Retardation. Retrieved May 6, 2018, from https://www.aafp.org/afp/2000/0215/p1059.html
      - ② What is Intellectual Disability? (2017, July). Retrieved May 6, 2018, from https://www.psychiatry.org/patients-families/intellectual-disability/what-is-intellectual-disability
      - ③ Intellectual Disability. (2017, June). Retrieved from https://www.dhcas.gov.hk/file/conditions/ID_Eng_1706.pdf
        Child Assessment Service, Department of Health Hong Kong Special Administrative Region Government
    - - Difficulties with speech
      - Poor problem solving abilities
      - Difficulty understanding social rules
  - - - Intellectual disability refers to individuals with a low IQ, typically below 70, and have significant difficulty adapting in the classroom or society at large. Approximately 2 or 3 % of individuals are considered Intellectually disabled.
      - Inclusion Strategies
        
        Schools can incorporate programs targeted at helping these students live independently, as well as give them specific job skills.
        Communities can also host workshops to help individual with intellectual disability integrate with the rest of the community, either through community events or in the work place.
      - Technology Assistance
        
        Intel Reader reads text aloud.
        
        Math Talk: Students can read their math problems and the program will perform each step to find a solution.
      - references
        
        Ansberry, Clare (20 November 2010). "Erasing a Hurtful Label From the Books". The Wall Street Journal.
        Mash, E., & Wolfe, D. (2013). Abnormal child psychology. (5th ed., pp. 308–313). Wadsworth Cengage Learning.
        Neese, B. (24 April 2015). 5 Assistive Technology Tools that are Making a Difference. Alvernia University.
  - - - Incidence
        Nearly 17 million children (22% of the school-age population) suffer of Emotional Disturbance. Almost 3 million of these kids have been prescribed medications for this. The most common psychiatric disorders in childhood are
        anxiety disorders,
        AD/HD and disruptive behaviour,
        depression and bipolar disorders,
        eating disorders.
        Sometimes Emotional Disturbance are caused by antecedents (or things that precede the problematic behaviour).
        
        Assistive Technologies
        
        Mid Tech
        
        Hand-Held counters - Sometimes only keep record of the number of things happening can be an issue for these students
        
        Stop Watches - This tool gives the possibility to self- evaluate the performance over time
        
        Timer (MotivAider) - To set certain times and having a tool to help respecting them is a great support.
        
        Noise monitors (The Talk Light) - Noise control can be a serious issue, especially for AD/HD and Bipolar Disorders. The Talk Light is a traffic light shaped noise monitor that tells us when the volume of the classroom is too high.
        
        MP3 players (iPod) - It allows to have audio books, recorded lesson or other audio files to give an extra support and reduce the distractions for the student. Some of these students need relaxing music or just a rhythm to facilitate focusing.
        
        Low tech
        
        Point sheets and Behaviour charts - Organisational skills and self-confidence are a weak aspect of these students. These tools result really useful.
        
        Pull Talk - A series of detachable plasticised cards or puoches to attach to the student belt. These are useful for improvements in communication, independence, the the build up of self confidence.
        
        High Tech
        
        Palm-based devices (iPads) and Computers
        
        Nowadays there are plenty of educational apps, software or websites to engage the students and maintain high their attention level, other than offer the contents differently for the different type of learners. Here are a few examples.
        
        BrainPop - website of videos and activities to implement the curriculum
        
        Xtramath - Free web software to practice math
        
        Incredibox - Free website or app to build tech skills for music composition but also mathematical (rhythm, pattern)
        
        Rhythm Cat - First of a series of apps created to teach, in form of a game, music notation.
        
        Accomodations
        
        Give responsibilities to the Emotional Disturbance Students (EDS), to increase their self-confidence
        
        Explain to the rest of the class how to to help EDS (like how to ignore a bad behaviour)
        
        Adapt the physical environment: in certain cases consider to keep away harmful objects from these students' seats.
        In case of ADHD, for example, to put a rubber band between the legs of the student chair or special seats give him the possibility to release his kinetic energy.
        
        Adapt materials, when needed, using the suggestions listed for students with learning disabilities and mental retardation.
        
        Adapt instruction using using the teacher effectiveness variables and teacher presentation variables
        
        Adapt the Assessment by providing distraction-free environments for exams, providing extended time allocations during testing periods
        
        Works Cited
        Behavior Disorders: Definitions, Characteristics & Related Information. (n.d.). Retrieved from http://www.ccbd.net/about/ebddefintionParette, H. P., Jr. (2007).
        Reducing Overload in Students with Learning and Behavioral Disorders: The Role of Assistive Technology. TEACHING Exceptional Children Plus, 4(1).Obiyo, N. O. (2013).
        USE OF TECHNOLOGY FOR STUDENTS WITH EMOTIONAL- BEHAVIORAL – DISORDER (EBD) FOR ENHANCEMENT OF JOB OPPORTUNITIES. International Journal of Education Learning and Development, 1(1), 37-45.Emotional Disturbance. (2017, June). Retrieved May 6, 2018, from http://www.parentcenterhub.org/emotionaldisturbance/
        What are Emotional Disturbances in Special Education? (n.d.). Retrieved from https://www.specialeducationguide.com/disability-profiles/emotional-disturbance/
        Emotional Disturbance and/or Behavioural Problems. (n.d.) Retrieved from https://www.sess.ie/categories/emotional-disturbance-and/or-behavioural-problems/emotional-disturbance-andor-behavioural
        Mastropieri, M., & Scruggs, T. (2010, July 20). Emotional Disturbance. Retrieved from https://www.education.com/reference/article/emotional-disturbance/
  - - - *Dyslexia
        
        Dyslexia: Neurological learning disability that affects word recognition, spelling and decoding often caused by a weakness in phonological language development.
        
        References:
        Specific Learning Disabilities. (n.d.). Project Ideal. Retrieved from http://www.projectidealonline.org/v/specific-learning-disabilities/
        High Incidence Disabilities Definition: Is there a Difference? High Incidence, adaptive, cross categorical or multi-categorical. (n.d.) The University of Kansas School of Education. Retrieved from https://educationonline.ku.edu/community/high-incidence-disabilities-definition
        Dyslexia in the Classroom What Every Teacher Needs to Know. (2017). International Dyslexia Association. retrieved from https://dyslexiaida.org/wp-content/uploads/2015/01/DITC-Handbook.pdf
        
        Student Difficulties :question:
        
        Memory issues including names, places, directions
        
        Trouble with reading and spelling
        
        Difficulty in development of speech, letter and word sound
        
        Challenges with proper pronounciation
        
        Challenges with mathematical sequences
        
        Inclusion Solutions
        
        Encouragement, listening and patience
        
        Applauding the process, not just the product
        
        Simple step-by-step instructions and manageable workload
        
        Eliminate sensory disturbances
        
        Provide guides and extra resources for practice
        
        Student should sit near the teacher
        
        Allow additional time when needed
        
        Technology Assistance
        
        Audio recording of lessons and instructions
        
        Access to visual tools such as Ipads and "electronic readers"
        
        Calculators should be used to assist with mathematical sequencing
  - - - Assistive Technologies
        
        Augmentative and alternative communication (AAC) devices
        
        Hi-Tech: Any aid that requires electricity or batteries
        
        Specialized devices
        
        Phone Apps
        
        Software
        
        Electronic communication boards
        
        Keyboards
        
        Speech generating devices
        
        TTY Machine to communicate over the phone
        
        text to speech generating device with an enhanced version of the users natural voice
        
        Electronic Fluency Devices: For people with stutters
        
        Delayed Auditory Feedback
        
        Frequency Altered Feedback
        
        Brain–computer interface research: Technology to generate a person's thoughts into speech
        
        Texting
        
        Low-Tech: Any aid that does not require electricity or batteries
        
        Pen and Paper
        
        Picture boards
        
        Communication Board
        
        Unaided communication systems
        
        Gestures
        
        Sign Language
        
        Body Language
      - Accomodations
        
        Be part of the IEP team or get a copy of the students IEP
        
        Communicate with parents regularly
        
        Consult with IEP Team regularly
        
        Allow use of AAC devices
        
        Give student time to express themselves without interruption
        
        Communicate effectively and directly to the student
        
        give additional time to complete assignments or make up work
        
        Develop a procedure for the student to ask for help
        
        Design tests and presentations that are appropriate for the student (written instead of oral)
        
        Model acceptance and understanding in classroom
        
        Anticipate areas of difficulty and involve the student in problem-solving
        
        Use a peer-buddy system when appropriate
        
        Devise alternate procedures for an activity with student
        
        Allow students to tape lectures
        
        Allow student to meet one-on-one with you to make a presentation
        
        Provide Copy of class notes
        
        Give assignments both orally and written
        
        Provide the student with information on topics prior to going over them in class
        
        Provide a private, quiet location for testing
        
        Provide Speech Pathologist with spelling/vocabulary lists
      - Interventions
        
        Definition: the training of specific behaviors (speech sounds, vocabulary, sentence structures) accompanied by reinforcement
        
        Indirective or Naturalistic (Non-professional Intervention)
        
        Family
        
        Friends
        
        Social interactions
        
        Classroom
        
        Directive (Professional Intervention)
        
        Speech Pathologists
        
        Special Ed Teachers
        
        Any other professional interventions
        
        Areas Targeted for intervention
        
        Phonology
        
        Semantics
        
        Morphology and Syntax
        
        Pragmatics
        
        Literacy
    - - 20% of IEP students are receiving services for speech and language disorders.
      - More than 50% of all 3, 4, and 5 year olds with a disability receive speech and language services.
      - Out of 6.1 IEP students in the U.S., more than 1.1 million were under the category of speech and language impairment
    - - Law, Dennis, Charlton. (2017 January 9). Speech and language therapy interventions for children with primary speech and/or language disorders. Retrieved from http://cochranelibrary-wiley.com/doi/10.1002/14651858.CD012490/full
        
        American Speech-Language-Hearing Association. (2018). Speech Language Disorders. Retrieved from https://www.asha.org/PRPSpecificTopic.aspx?folderid=8589935327&section=Overview
        
        Project IDEAL. (2013). Speech or Language Impairments. Retrieved from http://www.projectidealonline.org/v/speech-language-impairments/
        
        National Institute on Deafness and Other Communication Disorders (NIDCD). (2017 March 6). Assistive Devices for People with Hearing, Voice, Speech, or Language Disorders. Retrieved from https://www.nidcd.nih.gov/health/assistive-devices-people-hearing-voice-speech-or-language-disorders
        
        University Library: University of Illinois at Urbana-Champaign. (2018 March 28). Speech Disorders: Common Assistive Technologies. Retrieved from http://guides.library.illinois.edu/c.php?g=613892&p=4265891
        
        Center for Parent Information and Resources. (2015 June 16). Speech and Language Impairments. Retrieved from http://www.parentcenterhub.org/speechlanguage/
        
        Regents Center for Learning Disorders. (2016). Accommodations and Instructional Strategies. Retrieved from http://www.rcld.uga.edu/accommodations-and-instructional-strategies#Communication%20and%20Language%20Disabilities
        
        Gavin, M. (2014 March). Speech and Language Impairments. Retrieved from https://kidshealth.org/en/parents/speech-language-factsheet.html
        
        Do2Learn. (2017). Speech or Language Impairment (SLI). Retrieved from http://do2learn.com/disabilities/CharacteristicsAndStrategies/SpeechLanguageImpairment_Strategies.html