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Accommodations and Assistive Technologies for 13 IDEA Disability…

- - - - At AISD, when it comes to students with SLD, the Learning Support (LS) assigns a one-on-one LS TA with a child with the SLD. As the TA in Kindergarten, I also would sometimes provide scaffolding and/or individualized support for those students who struggled. Furthermore, during writing time, the LS team would split and come each alternate writing day to observe the children and just be there to provide scaffolding if needed. For children with English as an Additional Language, the EAL and LS teams would spend time doing reading assessments and other literacy activities that addressed their needs, improved their skills and built on their strengths. By using technology like RAZ Kids, these kids would be able to do “flight checks” in which they are given 15 minutes (which is a lot of time as most of them do not have a great attention span) in which they read a story that can also be read aloud back to them on their school iPads, retell the story by recording themselves, and answer comprehension questions that they read and can also press the sound option to hear the question read aloud and the answer options as well.
      - According to reports of the U.S. Department of Education, there are over 2.8 million students, approximately 47.4% of all children, being served for specific learning disabilities.
        . It is classified as a high incidence disorder.
      - A disorder in one or more fundamental psychological processes involved in understanding or using spoken or written language, i.e. inability to listen, think, spell, write, speak, calculate, and read. Furthermore, specific learning disabilities (SLD) include brain injuries, dyslexia, developmental aphasia, and perceptual disabilities and/or limitations. imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. SLD does not include learning problems that result from visual, hearing, or motor disabilities due to cognitive disability, emotional disturbance, or environmental, cultural, and economic disadvantage.
    - - At AISD, as discussed in my interviews with the Elementary School Counselor and Learning Support Specialist, AISD addresses moderate-mild learning needs with a PEP in place. However, until Grade 1, individualized and one-on-one support is provided for by the LS and EAL teams for children on the spectrum. Furthermore, when it comes to children on the spectrum, there is an Individual Assistant (IA) at AISD, whose role is similar to that of paraprofessionals in the United States. We had one child who had low functioning autism and was non-verbal. The IA and I would take turns kind of watching over and providing individualized instruction. However, the IA spent a lot of time building a relationship with the child, pulling him out of class often to work on his verbal skills and building on his communication skills. Additionally, the IA had a lot of flashcards, basically a graphic organizer which would show certain actions he would wish to express and/or communicate across to others. He became familiarized with it and would wear it around his neck, and would pull out a card to show what he wanted to do e.g. going to the bathroom, asking a question, saying hello, wanting to communicate with friends et cetera. However, our main goal with him was to create an inclusive learning environment for him, eventually decreasing the number of times he would be pulled out of the classroom and his friends became aware of the existence of different kids than themselves.
      - A developmental disability that affects verbal and nonverbal communication and social interaction before a child turns 3 years of age, consequently affecting his/her academic performance. Other attributes consist of engaging in repetitive activities and stereotyped movements and/or repetitive actions like swaying back and forth, rocking, hitting oneself repeatedly on the head or other body parts et cetera, resistance to a change in routine and/or environment and unusual responses to sensory experiences i.e. will move away or react adversely if touched by an unknown caregiver. However, if a child’s academic performance is being affected by a form of emotional disturbance e.g. exhibit inappropriate behavior in regular scenarios, unable to build and maintain social and/or interpersonal relationships et cetera, the child will not be classified as being autistic. However, if the child shows attributes described in the attributes explicitly discussed towards the beginning of the paragraph, s/he will be identified as an autistic individual.
      - Surveillance reports in 2016 stated that about 1 in 54 children, approximately 18.5% of 1000 children, has been identified with autism spectrum disorder (ASD), according to estimates from CDC’s Autism and Developmental Disabilities Monitoring (ADDM) Network.
        It is classified as a high incidence disorder.
- - - - Is a condition and not the same as hearing loss
      - Can change over time and affects the intensity of the hearing
      - Is not covered under the term ‘deafness’
      - Not corrected fully by hearing aids
      - Students will have difficulty detecting speech at conversational levels or louder levels
      - This can result in reduced class participation and some delayed social skills
      - Students may have difficulty with oral instructions
      - Accommodations:
        
        Depending on the severity, a speech pathologist and audiologist may need to be included to create a plan for this student
        
        FM system (microphone on teacher that allows the student to hear them as if they were sitting close)
        
        Reduce background noise (classroom door is closed)
        
        Post a schedule everyone can see
        
        Pair oral instructions with visual
        
        A classroom aide trained in American Sign language
        
        Classroom audio distribution system, (CADS) the student is able to hear the teacher and reduce the background noise
        
        Sound enhancing technologies - text to speech and speech to text
      - Incidence is 1.2% in the United States
  - - - Deaf-Blindness means concomitant [simultaneous] hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational needs
        
        The term describes a person who has some degree of loss in both vision and hearing. The amount of loss in either vision or hearing will vary from person to person.
      - about 0.2 % incidence in the United States
      - Modifications
        
        Modifications for learners with deaf-blindness include, but are not limited to:
        
        Orally (or tactually) responding to questions
        
        Modifying course handouts to include Braille
        
        Use of bold line paper and raised line paper
        
        Give student hints or clues for assignments or assessments
        
        Print and copy assignments in large font
        
        Print and copy assignments with clear, large photos
      - Accomodation
        
        Assistive technology equipment (hearing aids, assistive learning devices)
        
        Interpreters
        
        Notetakers
        
        Braille materials and assistive technology
        
        Reading machines (for students who are not completely blind)
        
        Teacher should stay in one spot for the lecture (student may not be able to track sounds from various locations)
        
        Provide extended time on assignments and assessments
        
        Eliminate unnecessary background noise
  - - - -As the term suggests, this category defines those that have more than one specific disability that can inhibit learning and success in a traditional education setting. Also, typically covered under this term are those with disabilities that fall under the severe category.
      - -This disability category recognizes those students with the most severe physical, cognitive, and communicative impairments. It should be pointed out that though these students can still have average or above-average intelligence. The common connection with students in this category is not only that they have two more coexisting impairments, but that they generally need extensive support across any number of skill areas.
      - -Children under this category typically share deficits in five distinct areas of development: intellectual functioning, adaptive skills, motor skills, sensory functioning, and communication skills. The learning ability level of these students can vary widely and affect areas such as functional academics or basic life skills.
      - It is hard to say for certain what accommodations are needed for children with multiple disabilities because it will likely be different for every child, depending on what their specific needs are. This is why it is so vitally important for every IEP to be tailored to fit each individual child’s needs. One example that many children with multiple disabilities will need is the use of Assistive Technology. AT is appropriate, even essential, for many children with multiple disabilities. Without AT, there may be many tasks they simply cannot do or will have difficulty doing. Computers, augmentative/alternative communication systems, communication boards, head sticks, and adaptive switches are just some examples of helpful AT.
      - 2.2% incedence in US