Areas of Developmental Delay:

• Cognitive (or thinking) skills
• Social and emotional skills
• Speech and language skills
• Fine and gross motor skills
• Daily living activities

Diagnosis:
By a doctor based on strict guidelines.

Causes (Developmental delay, 2019):

• genetic conditions (e.g. Down Syndrome)
• a variety of labor-and-delivering-related events (e.g. premature birth)
• illnesses unknown (sometimes causes can’t be detected.)

1. Help with speech and language delays:

• FM Systems: this technology help students to help the teacher clearly with less distracting noises of the classroom.
• Echo microphone: a fun and cheap tool to get students practice speaking.
• Audiobooks: children with Developmental Delay usually fall behind at literacy skills, audiobooks act as an alternative to traditional learning and reading.
• Text-to-Speech Software: Speech is also an area that can be affected by developmental delays. This assistive technology helps students to gain control of what they need to say. What they can do is, type what they want to say and then read it out in class. Microsoft OneNote has this built-in feature.
• On-screen keyboards

3. Help with Fine Motor Skills:

• Pencil grips
• APPs on iPad or other tablets, e.g. Crabby writer
• Website to make worksheets, e.g. www.Do2learn.com

2. Help with Cognitive skills:

• Use visual schedule, avoid verbal only communication.
• Laser pointers
• Adaptive computer accessories

4. Help with social and emotional delay:

• Written or audio social stories for guiding students to understanding social situations.

5. Help with delay in daily and living activities:

• Communication boards made of cardboard
• Visual schedules

• Developmental delay. (2019, May 21). Retrieved October 25, 2020, from https://raisingchildren.net.au/guides/a-z-health-reference/developmental-delay

• University of Michigan Health System. (n.d.). Retrieved October 25, 2020, from http://www.med.umich.edu/yourchild/topics/devdel.htm

• 61029. (2020, October 16). Assistive Technology to Help Students with Developmental Delays Succeed Academically. Retrieved October 25, 2020, from https://www.thetechedvocate.org/assistive-technology-to-help-students-with-developmental-delays-succeed-academically/

• Assistive Technology. (2020, July 27). Retrieved October 25, 2020, from https://www.develop.bc.ca/about-us/assistive-technology/

Identification:
Irregular Eye Movements
Frequent Eye Rubbing
Covering One Eye
Sitting Close to Television
Reading Book Very Closely

Assistive Technology - Top Apps for Students with Special Needs. Special Education Guide. (2020). Retrieved 27 October 2020, from https://www.specialeducationguide.com/pre-k-12/tools-and-research/7-apps-to-use-as-assistive-technology/.

Defining Visual Impairment for Parents and Special Education Teachers. Special Education Guide. (2020). Retrieved 27 October 2020, from https://www.specialeducationguide.com/disability-profiles/visual-impairment/.

Visual Impairment, Including Blindness | Center for Parent Information and Resources. Parentcenterhub.org. (2020). Retrieved 27 October 2020, from https://www.parentcenterhub.org/visualimpairment/.

Visual Impairment. IDEA Resources. (2020). Retrieved 27 October 2020, from http://idea-resources.weebly.com/visual-impairment.html.

Disability Rights (2019) Retrieved October 26, 2020 from https://www.brainline.org/article/assistive-technology-individuals-traumatic-brain-injury#comment-form.

CEMM Library (2018) Assistive Devices. Retrieved October 26, 2020 from https://tbi.cemmlibrary.org/The-Caregiver’s-Journey/Chapter-Five/Preparing-for-the-Transition-to-Home/Assistive-Devices

Personal FM systems: This system makes use of radio waves to send speech to a student's hearing aid. It is like a radio frequency but for personal use.

Hearing aid: This is the most simple and common technology used in classrooms. it's effectiveness can be amplified through the use of FM systems.

Sound Field System
This system amplifies a teacher voice allowing student to hear it more easily against background noice such as other students talking in class.

None evasive technologies :

1. Voice to text software programs.
2. Close Captions in videos/ audio used in class. There are apps that can auto create these if a teacher is strapped for time
3. Communication Real-Time Translation

References
Assistive Technology for Children with Hearing Impairment in the Classroom | CCHAT Sacramento. Cchatsacramento.org. (2020). Retrieved 26 October 2020, from https://www.cchatsacramento.org/blog-and-events/assistive-technology-for-children-with-hearing-impairment-in-classroom.

Finch, M. (2020). How to support a child with a hearing impairment in school | Engage. Engage Education. Retrieved 26 October 2020, from https://engage-education.com/blog/how-to-support-a-child-with-a-hearing-impairment-in-school/#!.

Inappropriate types of behavior or feelings under normal circumstances.

A general pervasive mood of unhappiness or depression.

What is Intellectual Disability? (Sang Doan)
Intellectual disability is not a disease or illness. It is called when a person has a limitation in daily living skills, communication skills, and social skills. A child with Intellectual Disability will have difficulties in learning school.

The most common etiologies for intellectual disability are:

• Chromosomal abnormalities (e.g. Down syndrome, Fragile X syndrome...)
• Birth defects and infections during pregnancy
• Brain malformations
• Environmental adverse effects (alcohol, drugs, or other toxins)
• Acquired disease (e.g. meningitis, encephalitis...)

Clinical features:

• Lack of curiosity
• Slow development of motor skills, language skills, and self-help skills
• Negligence to grow intellectually
• Difficult to understand and follow the rules

Supports:

• Using real materials or actual tools (low tech)
• Adaptive skills (social skills, home livings, communicating with others,...)
• Transition planning for family and school

Assistive Technology

• Text to Speech and Speech to Text software or device.
• Word prediction
  software
• Graphic organizers
• Calculator and math software
• Audio recorder

References:
Facts About Intellectual Disability. (2019, October 25). Retrieved October 29, 2020, from https://www.cdc.gov/ncbddd/developmentaldisabilities/facts-about-intellectual-disability.html
Intellectual Disability. (2017, June 16). Retrieved October 29, 2020, from https://www.parentcenterhub.org/intellectual/
What is Intellectual Disability? (2020, March 23). Retrieved October 29, 2020, from https://www.specialolympics.org/about/intellectual-disabilities/what-is-intellectual-disability
What is Intellectual Disability? (n.d.). Retrieved October 29, 2020, from https://www.psychiatry.org/patients-families/intellectual-disability/what-is-intellectual-disability
High-Incidence Disabilities Definition. (n.d.). Retrieved October 30, 2020, from https://educationonline.ku.edu/community/high-incidence-disabilities-definition

Handheld Magnifiers
These low-tech, portable tools allow students with some vision to access not only text, but other objects in their environment as well. They are available in a range of magnification power, are relatively inexpensive, and eliminate some material modification. However, selection of magnification power should be based on the recommendations of a low vision specialist.

Braille Labeler
Labelling items throughout the student’s environment will not only reinforce vocabulary, spelling and reading but will also promote independence and assist with orientation.

Digital Text
The use of digital text provides one of the widest ranges of options to students with varying needs. Visual aspects of documents and text can be customized, a variety of supports can be easily integrated, and digital text can be obtained through numerous resources. Digital text materials can be obtained commercially, through providers of accessible instructional materials, or created by instructors and students themselves, and can be accessed through a variety of tools including computers, mobile devices, or specialized devices such as braille notetakers.

Video Magnifier
A video magnifier can be used for other objects as well. It may be in the form of handheld device, a stand-alone device, or work with a computer, TV or projection system.

Enlarged Text
For students with some existing visual function, providing text information in enlarged format may be the simplest strategy. As a general rule of thumb, 18 point or 24 point font size is good, but enlarging beyond that may not be efficient. Enlarged text can be acquired through a variety of sources, including publishers and vendors, or materials modified through the magnification feature of copy machines, while text size of most digital materials can be easily adjusted to a user’s preference.

Environmental Considerations
Consider lighting and positioning of materials for optimal visual function.

Word Processor
Word processors are readily available and are highly adaptable. Text size and font can be customized or built-in operating system accessibility features can be used to enhance the visual display. The use of adaptive keyboards with high contrast or enlarged keys can also be utilized

Word Processor with Specialized Software
Text-to-speech software can create a “talking word processor” which provides feedback to the student about what they have typed, while speech recognition software allows the student to dictate into a microphone, which the computer translates into text. Screen magnification software can enlarge the entire display or only selected portions and may or may not provide audio feedback.

Video Magnification/CCTV
Writing with traditional paper and pencil under a video magnification camera allows the student to view their work in real time through the use of a large monitor.

Word Processor with Refreshable Braille Display
For students with no vision, a refreshable braille display can be used in conjunction with the word processor, which will display the text tactually allowing the student to reread and edit their own work. This strategy can be used with or without audio feedback, which supports multisensory learners and allows the student to choose the access method. The incorporation of braille has the potential to significantly improve the editing process.

Slate and Stylus
A slate and stylus can be equated to paper and pencil for individuals who are blind. This simple low tech tool allows students to quickly and efficiently complete simple tasks like creating labels or writing notes to themselves. The slate and stylus is not practical for longer writing tasks.

Manual & Electric Braillewriters
A manual braillewriter is similar to a typewriter and is a simple, yet rugged device that is often introduced to students who are emergent readers and writers. As students progress, they may transition to an electronic braillewriter before beginning to use a braille notetaker.

Adaptive Paper
Specialized paper with darkened lines, raised lines, or using color can significantly improve the writing of students with low vision.

Handheld Digital Recorder
A handheld digital recorder allows the student to record lectures, dictate assignments, or make notes to self.

Adaptive Calculators
Adaptive calculators range from simple 5-function, to scientific and graphic calculators. Built-in supports include large display and large keys, tactile or braille keys, braille displays (which are very expensive) and talking calculators. In addition, some adaptive calculators are compatible with a computer or CCTV for viewing on a large monitor. Digital talking calculators are also available for both computers and mobile devices or are integrated into advanced math software.

Adaptive Measurement Tools
Measurement tools can be adapted through large print, tactile cues or braille, or electronic devices are available with audio feedback, as with a talking measuring tape. Some examples include rulers, tape measures, protractors and compasses.

Manual and Electronic Braillewriters
Can be used for writing out math computations. Although somewhat time consuming and awkward, introducing the braillewriter in early math instruction is useful in helping students understand the steps involved in completing math operations.

Specialized Math Software
Depending on the software being used, accessing and completing math assignments digitally allows the use of supports such as screen magnification, text-to-speech support, audio representation of graphics, and translation into Nemeth code.

Low-tech Refreshable Braille Cubes
These non-electric, low-tech tools can be used to introduce and reinforce Nemeth Code (the braille system for writing numbers and math functions), but can also be used to teach patterning and simple math operations.

Adaptive Paper and Tactile Graphics
While 2- and 3-dimensional manipulatives are preferable for representing charts, graphs, diagrams, tables, angles and shapes, when unavailable, tactile graphics can utilized as well. These can be purchased, or created using swell paper, or produced using specialized software and an embosser. Other adaptive paper includes raised-line graph paper.

Tactile, Braille and Visually Enhanced Manipulatives
Math manipulatives are a critical component to teaching beginning math concepts in primary grades, and continue to play a vital role in grasping math as students progress into middle and secondary school.

Talking Money Identifier
This handheld device may be helpful for students when learning and working with money.

Abacus
The abacus is a critical tool for early math development among students who are blind, but continues to be a practical tool for many students as they get older. It is used to teach early number concepts, operations and fractions, can be used in lieu of paper and pencil, and is a low- tech substitute for a calculator.

Adaptive Time Pieces
Tools for teaching and telling time can be adapted with large print, tactile cues, braille or auditory feedback, and may include clocks, watches, and calendars.

https://qiat.org/docs/resourcebank/TEBO_VI_Resource_Guide.pdf

In my opinion, I feel that multiple disabilities fall into this category due to the low occurrence of students having more than one significant impairment. While it's possible and it does occur, I feel that it's more likely for student to have one significant impairment that needs more intervention. This is why I've classified this as a low incidence disability.

References:
Assistive Technology for Students with Learning Disabilities. (2018, May 04). Retrieved October 31, 2020, from https://www.ldatschool.ca/assistive-technology/
Byquandarymat, P. (2020, October 14). Successful Strategies for Teaching Students with Learning Disabilities. Retrieved October 31, 2020, from https://ldaamerica.org/info/successful-strategies-for-teaching-students-with-learning-disabilities/
Parette, H. P., Jr., Crowley, E., & Wojcik, B. W. (2007). Reducing Overload in Students with Learning and Behavioral Disorders: The Role of Assistive Technology. TEACHING Exceptional Children Plus, 4(1), september 2007.
Sec. 300.8 (c). (2018, May 25). Retrieved October 31, 2020, from https://sites.ed.gov/idea/regs/b/a/300.8/c
Section 1462. (2019, November 07). Retrieved October 31, 2020, from https://sites.ed.gov/idea/statute-chapter-33/subchapter-iv/part-b/1462