Please enable JavaScript.
Coggle requires JavaScript to display documents.
Cohort 6 Module 2 Activity 3, Assistive Technologies for Intervention for…
Cohort 6 Module 2 Activity 3
Assistive Technologies for Intervention for the 13 IDEA Recognised Disabilities
Speech and Language Impairment
(High Incidence)
Defined as challenges communicating with others, resulting in an inability to express oneself in a way that is understood by others.
The impairment may “adversely affect a child's ability to talk, understand, read, and write.” This can be frustrating for the child.
Speech language impairment does not reflect intellectual ability. It can result in lack confidence, limited participation and involvement in class, anger and anxiety. A child with a speech impairment is also prone to teasing or bullying.
Speech language impairments can be part of a larger diagnosis, such as Cancer, Autism and Dementia, and vary between “subtle” such as stuttering, to severe, i.e. non verbal communication. Stuttering is the most common form of speech impediment, and is more prevalent in boys.
Interventions & Supports
Screening, and early intervention from a Speech Language Pathologist, the school and parents is recommended, as mild impediments can be temporary in children ages 2 – 5 years old.
Teachers can:
Match students with supportive classmates
Be patient when students speak
Provide alternatives to oral tests/assignments/activities
Encourage unison group reading rather than individual read alouds
Augmentative & Alternative Communication Devices (AAC)
Specialized devices, software, smartphone applications, electronic communication boards, and keyboards. These aids can produce speech sounds when a user inputs a word or points to a picture.
o Delayed Auditory Feedback (DAF) - Re- plays the user’s voice after a short delay, similar to a hearing aid or headphones.
o Frequency Altered Feedback (FAF) - Frequency Altered Feedback changes how the user hears their own voice.
Communication Apps – Allow users to hear and practice different words, sounds and commands on tablets and smartphones.
References:
https://kidshealth.org/en/parents/speech-language-factsheet.html
https://www.cdc.gov/ncbddd/childdevelopment/language-disorders.html
https://sites.ed.gov/idea/regs/b/a/300.8/c
https://kidshealth.org/en/parents/speech-language-factsheet.html?WT.ac=ctg#catfactsheet
https://www.cdc.gov/ncbddd/childdevelopment/language-disorders.htm
https://guides.library.illinois.edu/c.php?g=613892&p=4265891
https://www.dekalbhealth.com/how-to-help-your-kids-with-a-speech-impediment
https://www.healthline.com/health/speech-disorders#treatment
https://www.stuttering.co.nz/facts/
http://www.projectidealonline.org/v/speech-language-impairments/
https://www.speechandlanguagekids.com/i-pad-apps/
Deaf-Blindness
(Low Incidence)
A person is considered deaf-blind if they have some combination of hearing loss and vision loss.
High Tech
Alerting devices (a device that converts audio alerts to visual or physical alerts that the person can perceive);
Screen readers;Braille displays (a device that translates digital text into braille code)
Dictation (software that allows the users to navigate and interact with websites)
Enhance Listening (hearing system that can connect to someone’s hearing device)
Low tech:
Different telecommunication options for deaf-blind
Visual communication (captions or transcripts that can be enlarged)
Pencils with adaptive grip; Braille keyboard
Books in braille
References
:
“Overview of Assistive Technology for Students Who Are Blind or Visually Impaired.” Teaching Students with Visual Impairments, www.teachingvisuallyimpaired.com/overview-of-assistive-technology.html.“Understanding Assistive Technology: How Do Deaf-Blind People Use Technology?” Level Access, 31 Jan. 2020
www.levelaccess.com/understanding-assistive-technology-how-do-deaf-blind-people-use-technology/#:~:text=Assistive%20technology%20used%20by%20deaf%2Dblind%20people&text=Screen%20readers%3A%20A%20program%20that,a%20text%20to%20speech%20translation.&text=Braille%20displays%3A%20A%20device%20that,be%20read%20with%20the%20fingers.
Autism
(High Incidence)
Low Tech
Alternate Media: Different options for visual, auditory, or tactile learners such as videos/pictures/charts, audio to listen to instead of written text, flashcards/games/crafts
Quiet Corner - Children with ASD get sensory overloaded easily by noises and visual things that are easily ignored by neurotypical children. Lights, chairs scraping the floor, things falling off tables, etc. can lead to a meltdown if they build up. A place for the child to calm down helps with resources like noise-cancelling headphones, weighted blankets, eye masks.
High Tech
AAC (Augmented Alternative Communication) devices support communication. It includes things like high-tech language systems for nonverbal children, communication boards, object schedules
No Tech:
Strict Daily Outlines/Schedules - Help difficulties with transition, children with ASD need strict routines and often have a lot of problems with even small changes in routines
Sensory tools - 95% of children with ASD have sensory difficulties. Fidget toys can help with self-regulation of emotions. Fidgets include things like clay, wiggle cushions, foot rollers, stress balls
References
Ford-Lanza, A. (2020, August 8). How Can Assistive Technology Benefit People With Autism? Autism Parenting Magazine.
https://www.autismparentingmagazine.com/assistive-technology-benefits-with-autism/#:%7E:text=Communication%20Skills%2C%20AAC%2C%20and%20AT,a%20person’s%20ability%20to%20communicate
;
C. (2016, October 29). 5 Important Classroom Accommodations For Children With Autism – Caring 4 Our Kids. Caring4OurKids.
http://caring4ourkids.com/important-classroom-accommodations-for-autistic-children/
/High-Incidence Disabilities Definition. (n.d.). University of Kansas: School of Education. Retrieved August 27, 2020, from
https://educationonline.ku.edu/community/high-incidence-disabilities-definition
NIMH » Autism Spectrum Disorder. (2020, August 27). National Institute of Mental Health.
https://www.nimh.nih.gov/health/publications/autism-spectrum-disorder/index.shtml
How Can Assistive Technology Benefit People With Autism? - Autism Parenting Magazine
https://www.autismparentingmagazine.com
5 Important Classroom Accommodations For Children With Autism – Caring 4 Our Kids
http://caring4ourkids.com
Intellectual Disability
(High Incidence)
What are Intellectual Disabilities?
Intellectual Disabilities can be categorized under adaptive behavior. This consists of 3 different skills that people extensively use in everyday life. Here are the 3 types:
Conceptual skills—language and literacy, money, time, number concepts self-direction.
Social skill - interpersonal skills, social responsibility, self-esteem, gullibility, naïveté (i.e., wariness), social problem solving, and the ability to follow rules/obey laws and to avoid being victimized.
Practical skills - activities of daily living (personal care), occupational skills, healthcare, travel/transportation, schedules/routines, safety, use of money, use of the telephone.
High Tech
Tablets
Many applications have been created to help people with intellectual disabilities.
Tablets allow easier access and portability of videos from sites like Youtube and educational websites
Educational games for people with Intellectual Disabilities have been designed to help with conceptual skills
Phones
Phones allow ID users to play several of the same games and videos a tablet does
Communication tool with use of video and texting
Robots
With the advancement of technology, we now have interactive robots that can help ID users such as those with autism who struggle with social skills
Low Tech
Images
Using images or shapes instead of words to communicate what an item is (hot/cold water, on/off switch, open/closed)
Communication boards
Communication boards allow a student with an ID to point at a picture as a way to communicate
References
Vickers, Allison. (2017, November 20). Emerging Technology, Part 2: Intellectual Disabilities Tools. Retrieved August 30, 2020, from
https://achievementcenteroftexas.org/2017/11/20/intellectual-disabilities-tools/https://achievementcenteroftexas.org/2017/11/20/intellectual-disabilities-tools/
Emotional Disturbance
(High Incidence)
Low Tech Tools:
Specific Rules and Routines - helps with lessening anxiety and fear of unknown
Lottery System - similar to the point system, used for rewarding behavior
Positive Peer Review System - establishes social support in the classroom
Point sheets
Incentive sheets
Vision boards
Pull talk
Mid Tech tools:
The motivator/ reminder devices(buzzer reminder)
Talklight
Quiet light
Badges (either physical or digital) - establishing achievement system
ClassDojo-like Point System - for keeping track of points and easy sharing with students
Music players/ MP3 players
i-pod or e-tablet--great for concentration,promotes focus
Audiobooks-- cool way to calm down
High Tech Tools
Nintendo Wii gaming systems-- great for those with pent up frustrations
e-reader, smart phones
Multi-sensory integrated tech programs-sensory clues, prompts, improve communication between heart & brain
Brain pop
Digital Gamification (ex: Classcraft)
Digital Clickers and Response Collection (ex: Kahoot!, Quizlet)
Inspiration: an interactive site for thinking, comprehension& communication skills
includes visual organizers
References
- Ox, X. (1970, January 01). Assistive Technology for Students with Emotional Disturbance. Retrieved August 26, 2020, from
https://sbaxter4teach.blogspot.com/2014/02/assistive-technology-for-students-with_11.html
; Assistive Technology for Emotional and Behavioral Disorders. (n.d.). Retrieved August 26, 2020, from
https://prezi.com/ptlrwxm4zqgk/assistive-technology-for-emotional-and-behavioral-disorders/
; Assistive Technology - Emotional Disturbance (ED). (n.d.). Retrieved August 26, 2020, from
https://sites.google.com/site/edemotionaldisturbance/assistive-technology
Emotional and Behavioral Disorders in the Classroom. (n.d.). Retrieved August 29, 2020, from
https://www.educationcorner.com/behavioral-disorders-in-the-classroom.html
For Teachers. (n.d.). Emotional Behavioral Disorders. Retrieved August 29, 2020, from
http://ebdforeveryone.weebly.com/for-teachers.html
Tips on Instructional Strategies for Students with EBD - Council for Children with Behavioral Disorders. (n.d.). Retrieved August 29, 2020, from
http://www.ccbd.net/publications/newsletter/nov2013274/tipsoninstructionalstrategiesforstudentswithebd
Orthopedic Impairment
(Low Incidence)
Assistive Technology and Strategies
Low Tech
canes
crutches
wheelchair
specialized exercise equipment
specialized chairs, desks, tables
High Tech
High tech screen reading software
interprets what is on a computer screen and provides sounds and text-to-speech. For students who cannot look at or focus on a screen.
Jaws
Speech recognition software
allows users to control the computer with voice input. For students who can’t use a keyboard or mouse.
Dragon Professional
Augmentative communication devices
are used to communicate when a student is non-verbal.
Logan Proxtalker
It is important to note that most students with orthopedic impairments have no learning, cognitive, or language problems. However, students with neuromotor impairment have a high incidence of other impairments that affect their education.
presume the student is fully competent
include students in the general curriculum as much as possible
find a seating arrangement that makes the classroom accessible to the student
allow for student to take more breaks than other students and change positions
allow longer response time
be aware of the student’s exact medical condition and how it affects the student
specialize instruction to develop motor skills
provide access to various specialists such as physical therapists, speech-language pathologists, occupational therapists, and adapted physical education teachers
collaborate with parents and other teachers/specialists
Orthopedic impairments are any disabilities related to bones, joints, or muscles that have a negative impact on the child’s education. It affects roughly 1% of students in special education. Impairments can be grouped by several different causes:
congenital anomalies, which are also called birth defects, occur before or during birth. Examples are absent members or club foot
diseases such as bone tuberculosis or poliomyelitis
injury or surgery
other disorders such as cerebral palsy and spina bifida
References
https://www.disabled-world.com/disability/children/orthopedic-impairments.php
http://www.projectidealonline.org/v/orthopedic-impairments/
http://wvde.state.wv.us/osp/Disabilities/FactSheetOrthopedicImpairment.pdf
https://www.washington.edu/accesscomputing/resources/accommodations/activity-type/assistive-technology
Types of Orthopedic Impairment
Neuromotor impairment
affects the nervous system (Spina Bifida, cerebral palsy, spinal chord injury, multiple sclerosis)
Degenerative diseases
result in the deterioration of cells and organs (muscular dystrophy, poliomyelitis, bone tuberculosis, spinal muscular atrophy)
Musculoskeletal disorders
affect muscles, tendons, ligaments, and nerves (juvenile rheumatoid arthritis, limb deficiency)
Other orthopedic impairments
(burns, fractures, club foot)
Intervention
Students who may have orthopedic impairments should be evaluated by a medical professional. A medical professional may also be needed to evaluate the classroom to assess which problems the students will face.
Hearing Impairment
(High incidence)
Coupling Accessories: devices that can connect directly to hearing aids/cochlear implants to amplify sound from the computer, TV, tablets, and smartphones(gallaudet.edu)
Infrared and Audio Induction Loop Systems-ideal for large spaces like amphitheaters, stadiums, church, and lecture halls(gallaudet.edu).
Visual Alerting Devices-can be used for smoke detectors, alarm clocks, doorbells, timers, and baby monitors to alert an individual visually or through vibrations rather than a sound(NIH, 2019)
Frequency Modulated Systems-provides enhanced sound levels for groups or individual students through FM signals(gallaudet.edu)
Captioning-online videos, TV, and other media devices have an option to include text of what is being orally said(NIH, 2019)
Real-Time Transcription-directly translates spoken work into written text. They don't translate word by word, but instead capture the main ideas(NIH,2019)
Telecommunication-can be used to convert spoken word on the phone, computer, or smartphone into written word to support those with hearing impairments(NIH, 2019)
References
Assistive Devices for People with Hearing, Voice, Speech, or Language Disorders. (2020, July 15). Retrieved from
https://www.nidcd.nih.gov/health/assistive-devices-people-hearing-voice-speech-or-language-disorders
Center, G. U. (n.d.). Retrieved from
https://www3.gallaudet.edu/clerc-center/info-to-go/assistive-technology/assistive-technologies.html
Sec. 300.8 (c). (2018, May 25). Retrieved from
https://sites.ed.gov/idea/regs/b/a/300.8/c
Multiple Disabilities
(Low Incidence)
Multiple impairments (Such as blindness, intellectual, orthopedic etc.) The combination of these impairments make it impossible for them to enter an singular impairment Special needs program.
Make Modifications
: Not all disabilities are the same so Te program and teachers need to be able to adapt to each students individual needs. This doesn't just consist of changes to the lesson plan but actual physical changes to the classroom.
Play to the students strengths
: Consider the students impairments and play to their strength whether it me intellectual or physical The teacher and staff should research and learn more about each disability present in the classroom
Partial participation
: No student should be excluded from an activity because of their impairment. Allow them to participate in all activities even if the impairment only allows for partial participation.
Specialized material and technologies:
Textbook
need to be printed in a larger font, or provided in a different format than the original textbook. Provided by the National Instructional Materials Access Center(NIMAC)
IntelliTools and Intellikeys:
Adaptive equipment such as Keyboards and computer systems for students who cant use the tradition equipment
https://www.youtube.com/watch?v=u8P5zhNIA_o
Text to speech
- reads text on a page or writes what is spoken
Sip-and-Puff Systems
- Help Physically impaired individuals control a computer, mobile phone or other divice.
classroom materials might need to be modified or customized for for each students individual needs.
Encourage independence
: Don't be afraid to let the students struggles because of their impairment it can be hard not to help but is necessary for them to develop independence.
References
:
Lombardi, P. (2015). Multiple Disabilities – Understanding and Supporting Learners with Disabilities. Pressbooks.
https://granite.pressbooks.pub/understanding-and-supporting-learners-with-disabilities/chapter/multiple-disabilities/
https://www.teachthought.com/technology/15-assistive-technology-tools-resources-for-students-with-disabilities/
Traumatic Brain Injury
(low Incidence)
Traumatic Brain Injury (TBI) is an acquired injury to the brain by external force. This includes injury to the brain externally and internally from an accident, being shaken as a baby, a gunshot wound, oxygen deficiency and many other traumatic events. Some resulting disabilities are permanent, while others might be rehabilitated. TBI excludes congenial and birth defects.
Technologies to assist include
• Calendars, alarms or memory notebooks for reminders
• Magnifying glass and/or adapting materials to large print for individuals that have difficulty processing visual information
• Grip for pencil and/or fork allowing the student to write independently and feed themselves.
• Digital or talking clock that provides reminders of the daily activities and prompts the next activity.
• Speech generating device such as a GoTalk. (www.attainmentcompany.com). Supports individuals with little to no speech. Can record options that are spoken when a button is pressed.
• Switch to access software or hardware when physical limitations are present.
• Recording devices to help students take notes. Today, many students use smartphones to record instruction and lectures allowing them to review it as many times as necessary. When the recording quality needs to be heightened, Sony ICD-UX530 Series Voice Recorder (
https://www.sony.com/electronics/voice-recorders/icd-ux530
) can be utilized.
• Dragon:Naturally Speaking (nuance.com) is a word prediction software that allows those struggling with writing and spelling to post to social media, email and take notes.
• PixWriter (
https://www.attainmentcompany.com/pixwriter-software
) is a writing tool that pairs pictures with text along with speech output to give students the opportunity to create original works.
• Co:Writer: (
https://learningtools.donjohnston.com/product/cowriter/
) is a writing tool that utilizes word prediction to enable students to stay on track and guided through the learning process.
References:
CEMM Library. (2020). The Caregivers Journey/ Chapter Five/ Preparing for the Transition Home/ Assistive Devices.
https://tbi.cemmlibrary.org/The-Caregiver’s-Journey/Chapter-Five/Preparing-for-the-Transition-to-Home/Assistive-Devices
University of Illinois Library. (2020, March 10).; Traumatic Brain Injury (TBI): Common Assistive Technologies.
https://guides.library.illinois.edu/c.php?g=497977&p=3409451;Traumatic
Brain Injury.com. (2019). What is Traumatic Brain Injury?
https://www.traumaticbraininjury.com/what-is-traumatic-brain-injury/
Other Health Impairment
(Low Incidence)
Other health impairment means that the student is experiencing limited strength, vitality, or alertness, including a heightened alertness to environmental stimuli that results in limited alertness with respect to the educational environment, and the condition is negatively affecting the child’s educational performance. Examples of some conditions are: Asthma,ADD, ADHD, Diabetes, Epilepsy , A heart condition , Haemophilia, Lead poisoning, Leukaemia, Nephritis , Rheumatic fever , Sickle cell anaemia,Tourette syndrome.
A child who has an “other health impairment” is likely to be eligible for special services to help the child address his or her educational, developmental, and functional needs resulting from the disability.
This category represents approximately 7.5 percent of all students having a classification in special education, or less than 1% of all school-age students. (NASET 2018/2019) .
Teachers may or may not receive prior knowledge of a child with a history of Other Health Impairments. The attached link shows some helpful steps for teachers to take to determine if a child requires assistive technology or services.
https://coggle.it/diagram/X0augsZTxtVxuxzP/t/student/8f79f8f88ae93683e6ad28e9a3d417163b00a113833dc2b50cfa21cb2ebe755e
ADD/ADHD
“Droptask” - An assistive technology that helps individuals get their things done. If individuals suffering from ADD/ADHD are having a hard time to get their things done, than they can use “Droptask” to help them out.
Scanning pens- These pens use optical character recognition technology to scan words on a page. This function can be used to hear the definition of certain words, covert print text to digital text, and hear sentences read aloud. Scanning pens help people with ADHD who have reading difficulties increase their reading comprehension and speed.
Diabetes
Electronic Prompting Aids/ Electronic Voice Organizer: Allows for students to record (in their own voice) reminders for snacks, meals, when to take medication and when to check insulin levels. Commands can be programmed to go off at the same time every day. The device is about the size of a pager and can be worn on a belt or placed in a pocket. When the device signals, the student can push play and listen to the message, this allows for the student to listen to the message when it is convenient for them
Epilepsy
SPAs (smart phone applications) - A new form of assistive technology for e.g. SeizAlarm - an app for people with epilepsy and other seizure-related disorders to alert their emergency contacts manually if they think that they will need help soon, or automatically if a seizure-like motion is detected by an iPhone or Apple Watch.
Heart Condition:
Telemonitoring devices - remotely monitors a patients' vital signs.
Smartwatches currently use photoplethysmography to detect irregular rhythms, a non-invasive technology that uses a light source and a photodetector at the skin’s surface, to measure the variations in blood circulation. That technology is routinely used for monitoring heart rate, and the accuracy may be impacted by patient (e.g., movement or ectopic beats) and environmental factors (e.g., ambient temperature or light).
Sickle Cell Anaemia
:
COGMED – A Swedish software program that students can use on a hand-held computer to play game-like exercises that get harder as the user’s skill level rises. This improves the student’s visuospatial working memory (WM).
Tourette Syndrone:
“NaturalReader”, “IVONA Reader” and “Voice Dream Reader” - Text-to-speech reader software for digital files of text, that reads written content aloud for the student to listen to it. Allowing the student to record the lesson in this way during class is a good teaching strategy.
References
: Anon. (2012) OTHER HEALTH IMPAIRMENTS. A publication of NICHCY Disability Fact Sheet #15. Retrieved August 25, 2020 from:
https://www.isbe.net/Documents/other-health-impairment.pdf;Anon
. (2020). Attention Deficit Hyperactivity Disorder/Attention Deficit Disorder (ADHD/ADD). Common Assistive Technologies. Illinois University Library. Retrieved August 25, 2020 from: www.
https://guides.library.illinois.edu/ADHD
; Baliga, R. (2019). Future of Wearables in Heart Failure Patients. American College of Cardiology. Retrieved August 25, 2020 from:
https://www.acc.org/latest-in-cardiology/ten-points-to-remember/2019/10/30/15/34/the-future-of-wearables-in-heart-failure
DCCI (2017).10 Best Assistive Technologies for ADD/ADHD. Disability Credit Canada. Retrieved August 25, 2020 from:
https://disabilitycreditcanada.com/10-best-assistive-technologies-add-adhd/
Doughty, K. (2011). "SPAs (smart phone applications) – a new form of assistive technology" Journal of Assistive Technologies, Vol. 5 No. 2, pp. 88-94. Retrieved August 25, 2020 from:
https://www.emerald.com/insight/content/doi/10.1108/17549451111149296/full/html
Henderson, D. (2016). Home Based Memory Training for Kids with Sickle Cell. Children’s National. Retrieved August 25, 2020 from:
https://childrensnational.org/news-and-events/childrens-newsroom/2016/home-based-memory-training-for-kids-with-sickle-cell
MADA (2013). Assistive Technology for Diabetics. Assistive Technology in Schools. MADA Retrieved August 25, 2020 from:
http://madaportal.org/sites/default/files/uploads/0007-MD-FS-Assistive%20Technology%20for%20Diabetes.pdf
Specific Learning Disability
(high incidence)
Definition: a
specific learning disability
is a disorder in a psychological process (or processes) involved in understanding or using language (words or numbers). It can lead to problems with listening, thinking, reading, writing, spelling, or mathematical calculations.
Incidence: "
Relatively Frequent
" or high incidence (What is interesting is that the reported prevalence is higher in countries where it is more culturally acceptable to admit to having a specific learning disability and still higher in countries where services and accommodations are more readily available. So while the incidence appears to be somewhere between 10% and 20% of learners, we can’t be certain until all education systems worldwide treat specific learning disabilities the same way in terms of testing and service provision.)
Assistive Technologies that can help
High Tech:
:computer:
optical character recognition
talking spell checkers
personal listening systems
talking calculators
word prediction programs
Low Tech:
:pencil2:
graphic organizers
audio books
Other Strategies
break learning into smaller steps
provide regular feedback
use diagrams and pictures
give simple instructions
ask clarifying questions
give assignments in written form and also orally
utilize peer tutors
explicitly teach study skills and organization
Some
types
of specific learning disabilities include dyslexia, dyscalculia, and dysgraphia.
References:
https://sites.ed.gov/idea/regs/b/a/300.8/c
https://www.intechopen.com/books/learning-disabilities-neurological-bases-clinical-features-and-strategies-of-intervention/the-prevalence-and-gender-differences-in-specific-learning-disorder
https://ldaamerica.org/types-of-learning-disabilities/
https://www.greatschools.org/gk/articles/assistive-technology-for-kids-with-learning-disabilities-an-overview/
https://do2learn.com/disabilities/CharacteristicsAndStrategies/SpecificLearningDisability_Strategies.html
An idea for a school-wide special education process
Visual Impairment
(Very high incidence )
Low tech
It is important to provide visual-impaired children with as many opportunities as possible to experience objects directly and sensorially. Families, teachers, friends, and others can support sensorial learning in many ways based upon this understanding.
Hands-on experiences: Real-life examples of pictures or actual objects are used in instruction; for example, real coins are provided when pictures of coins are shown in a book.
Using Models: Models of objects that are primarily visual are used, such as objects rather than pictures to represent the planets in the solar system.
Clear directions: Explicit language is used when giving directions, such as “Pass your papers to the right,” rather than “over here.”
Peer (classmate) note taker: A classmate takes notes of material written on the board and provides a copy to the student with visual impairments.
Extra time for responses in class/ completion of tasks: Your child may require extra time to respond to class discussions because he or she needs more time to read an assignment.
6.Oral description or narration: Oral descriptions are provided of visual display material; for example, an exhibition of fine art would be described or portions of a video or film would be narrated during times when there is no dialog.
Experiential learning: Your child has the opportunity to experience concepts directly that others may view in pictures or from a distance; for example, if the class is learning about farm animals, your child might visit a farm.
Mid tech
Braille: Textbooks, worksheets, and all materials used in instruction are provided in braille.
Tactile graphics: Printed maps, diagrams, and illustrations are provided in a tactile format.
Audiotape materials: Books and other print materials are provided in audio format.
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.
Large print: Large-print books are used for instruction or portions of books, such as a map, are enlarged as needed.
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.
Reference
American Foundation for the Blind. (n.d.). Accommodations and modifications at a glance: Educational accommodations for students who are blind or visually impaired. Retrieved August 29, 2020 from the Family Connect website:
http://www.familyconnect.org/info/education/know-your-rights/accommodations-and-modifications-at-a-glance/235
American Foundation for the Blind. (n.d.). The expanded core curriculum. Retrieved August 29, 2020 from the Family Connect website:
http://www.familyconnect.org/info/education/know-your-rights/expanded-core-curriculum/235
Center for Parent Information and Resources (n.d.). Visual Impairment, Including Blindness. Retrieved August 29, 2020 from
https://www.parentcenterhub.org/visualimpairment/#refs
Video - Understanding Vision Impairment in Children - Lily-Grace
Deafness
(Low Incidence)
Devices to Convey Information Visually:
Real-time transcription
- Translates spoken words into written text immediately
laptop, stenotype machine, real-time software
Telecommunication
- Communication from voice over the phone to
text or video
-TTYs (special teletyping writing devices) which can be connected to landline phones
Captioning for video/audio
-Using words on a screen for an individual to read so they can follow a lesson, a movie, or instructions more easily
Visual Alerting devices
Uses vibrations and/or light to alert an individual
-alarm clocks, smoke detectors, timers
iPad
- Face Time, closed captions, text messages, mono audio
Interpretype
- A device like a keyboard with a screen that allows typing for communication sintead of speech
Phone or iPad Apps
:
-dragon dictation (Free): allows the transfer from speech to text
References
Center, G. (n.d.). Retrieved August 27, 2020, from
https://www3.gallaudet.edu/clerc-center/info-to-go/assistive-technology/assistive-technologies.html
*
O. (Producer). (2013, December 10). Assistive Technology Solutions for Students Who are Deaf or Hard of Hearing [Video file]. Retrieved August 27, 2020, from
https://www.youtube.com/watch?v=h1s8WkvhV8U
Educational Challenges
:
difficulty reading out loud
difficulty with reading comprehension
difficulty expressing thoughts in writing
difficulty understanding input from the teacher
difficulty holding a pencil
difficulty completing mathematical calculations
Formatting and compilation done by Mark.
As I didn'thave a specific toopc to cover, here's the link to my individual coocle for Part 2
https://coggle.it/diagram/X0ddl5kqonDnRyJZ/t/classroom-workflow-students-with-special-educational-needs/a99282192c852d34cc5ff8b6ea5622099775751a338adc44c43e434f5861224d
Note that the Incidence levels were populated after discussion amongs the cohort in our group Skype Chat - a snip of the conversation is enclosed as evidence
Modue 2 Activity 3
"Hearing impairment means an impairment in hearing, whether permanent or fluctuating, that adversely affects a child’s educational performance but that is not included under the definition of deafness in this section."(sites.ed.gov)
Emotional disturbance refers to mental health and severe behavioral issues that inhibit learning.
