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IDEA 13 Categories by Cohort 13 unnamed, Speech and Language Impariment -…

- - - - "a bone-, joint-, or muscle-related disability that is so severe that it negatively affects a child’s educational performance" (Lee, 2020)
      - https://www.youtube.com/watch?v=kfLMfL-Rbl0
    - - While the number of student with a disability has risen from 2012 to 2018 by over 500000, the number of students with diagnosed orthopedic impairments has decreased from 61000 to 41000.
      - For the 2018-2019 U.S. school year, students with orthopedic impairments made up only 1% of disabled students.
    - - Neuromotor Impairments
        
        cerebral palsy
        
        spina bifida
        
        spinal cord injury
      - Degenerative Diseases
        
        muscular dystrophy
        
        spinal muscular atrophy
        
        polio
        
        bone tuberculosis
      - Musculoskeletal Disorder
        
        limb deficiencies
        
        amputations
        
        clubfoot
        
        arthrogryposis
        
        rheumatoid arthritis
        
        osteogenesis imperfecta
  - - - Pre-referral Adaptive Measures
        
        re-arrange classroom for mobility and access
        
        provide preferential seating
        
        provide extended break times
        
        assign a "buddy" student to assist
        
        provide positive support and inclusion
        
        allow elevator usage
      - Procedure and Documentation
        
        Review definition of orthopedic impairment.
        
        Acquire medical evaluation of student from a license physician diagnosing the student with an orthopedic impairment.
        
        Have the school physical therapist conduct an evaluation of the student's motor skills
        
        Conduct an adaptive skills evaluation to identify areas the student is struggling in (i.e. written communication, social skills, personal hygiene, etc.)
        
        Evaluate the student's academic abilities.
        
        Carefully consider if the student's education is being negatively impacted by this impairment and support this with documentation and observation. Also consider if it is their PRIMARY impairment.
        
        Intervention can net a 0.77 positive influence on a student who needs it, but teachers must be careful that the system is not abused or mishandled.
        
        Alternative procedure that can be applied to Korean private schools
    - - Functional Limitations
        
        restricted communication (difficulty speaking or writing)
        
        health factors (difficulty eating and maintaining hygiene)
        
        early fatigue (again for those with cerebral palsy)
        
        motor limitations (inability to participate in physical education class, difficulty moving around the classroom and school)
        
        neurocognitive impairments (especially those diagnosed with cerebral palsy)
        
        experiential deficits and concept development problems
      - Psychosocial and Environmental Challenges
        
        motivation (keeping a student with orthopedic impairment motivated can generate a 0.42 point of positive influence)
        
        self-esteem (How does the student see themselves?)
        
        social competence
        
        accessibility (ramps, elevators)
        
        learning environment (Is the school/class doing an effective job including the student?)
    - - Teacher
        
        behavior (use positive reinforcement; understand how the student's impairment can affect their behavior or actions)
        
        participation (modify lessons and activities to keep the student involved; understand that some students with this impairment should be excused from physical activities)
        
        accessibility (provide special seating arrangements; allow elevator access)
        
        technology (talk with the school to provide assistive technology for the student; see below for more details)
        
        travel (the school is required to provide adequate transportation to and from school for the student)
      - Low-Tech Tools
        
        wheelchair
        
        cane
        
        crutch
        
        specialized desk
        
        walker
      - Hi-Tech Tools
        
        speech-recognition software
        
        communication software
        
        screen-reading software
        
        text-to-speech software
        
        all properly managed tech tools can net a 0.57 positive influence on students with orthopedic impairments
- - - - Causes
        
        blockage of the external canal
        
        perforation of the eardrum
        
        infections and diseases of the middle ear
        
        disruption or fixation of the small hearing bones
      - Some more facts
        
        may hear better in noise than in quiet
        
        generally hears well over the telephone
        
        Total deafness is rare
        
        properly fitted hearing aid usually provides benefit
        
        Sometimes a surgical correction can improve the hearing
    - - Sensorineural hearing impairment is more common and has many possible causes
        
        Noise
        
        Aging
        
        Genetics
        
        infections
        
        Autoimmune attacks
        
        Chemicals
      - Symptoms
        
        lack of sensitivity to sound
        
        lack of interpretation to sound
        
        lack of clarity of sound
        
        Speech understanding is difficult when there is background noise
        
        hearing sensitivity is usually better for low tones than high-pitched sounds
      - Result
        
        slow, gradual loss of the sound receptors and nerve endings
  - - - lights that flash when the doorbell rings
      - lights that flash when the phone rings
  - - - read lips
      - American Sign Language (ASL)
      - Cued Speech
      - Captioning involving audio or video (A/V)
    - - the classroom may not be a calm, orderly space to learn in
    - - Some hearing-impaired children can lip-read but this can be difficult if they aren’t directly facing the person talking.
    - - U-shaped seating arrangements and careful consideration of where the teacher stands when giving a class.
      - Always face directly when talking to a hearing-impaired child.
      - Provide notes before the class so that hearing-impaired children can engage more during the lesson
      - Arrange smaller groups for classroom learning and/or social events to help a hearing-impaired child feel more at ease and less worried about fitting in
    - - don’t want to draw attention to the fact that they have hearing loss, wanting to fit in with all the other children with normal hearing
  - - - Morlet, T. (Ed.). (2016, March). Hearing Impairment (for Teens) - Nemours KidsHealth. Retrieved December 06, 2020, from https://kidshealth.org/en/teens/hearing-impairment.html
        
        Weizs, A., & January 01, 1. (2020, March 10). Assistive Technology for Deaf and Hard of Hearing Students. Retrieved December 06, 2020, from https://verbit.ai/assistive-technology-for-deaf-and-hard-of-hearing-students/
        
        5.N. (2020, October 02). Quick Statistics About Hearing. Retrieved December 06, 2020, from https://www.nidcd.nih.gov/health/statistics/quick-statistics-hearing
        
        Waack, S. (2014). Hattie effect size list - 256 Influences Related To Achievement . Retrieved December 06, 2020, from https://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/
      - Hogan, S. (n.d.). School Health. Retrieved December 06, 2020, from https://dphhs.mt.gov/schoolhealth/chronichealth/developmentaldisabilities/hearingimpairment
- - - - Inappropriate types of behavior or feelings under normal circumstances
      - A general pervasive mood of unhappiness or depression
      - An inability to build or maintain satisfactory interpersonal relationships with peers and teachers
      - A tendency to develop physical symptoms or fears associated with personal or school problems
      - An inability to learn that cannot be explained by intellectual, sensory, or health factors
  - - - not interacting socially with others, excessive fear or anxiety
    - - inappropriate crying, temper tantrums, poor coping skills
    - - academically performing below grade level
    - - acting out, fighting
    - - short attention span, impulsiveness
  - - - Behavior Charts
        
        can be used regularly to keep a student on track through out the day.
      - Critical Thinking
        
        Each set of these cards contains the information of different types of thinking.
      - Pull Talk
        
        The benefits of this device include improvements in communication, independence, the the build up of self confidence.
    - - MotivAIDER
        
        a great way to keep students focused
      - Quit Light
        
        a great way to keep control of noise level in a classroom or at home
      - Learning to Get Along
        
        a great way to teach the simple emotional and social skills that are necessary for school and for life in general.
    - - BrainPop
        
        allows for students to study and play games involving all different school subjects
      - Inspiration
        
        can be used to build a strong foundation for thinking, comprehension and communication skills!
      - Nintendo Wii
        
        Wii is a great way for students to stay active, play games and have some sort of emotional release when playing a game
  - - - fidgets, movement break, adaptive furniture, headphones
- - - - Vision
      - auditory
      - touch
      - taste
      - proprioception
      - vestibular
      - smell
    - - Learn more about options for increasing accessibility for students with multiple disabilities.
    - - incorporates multimedia modeling, animation, and auditory support to assist students to develop challenging concepts.
    - - offer a programmable keyboard that allows students who can't use the traditional keyboard and mouse to develop literacy skills through pictures and text on a computer
    - - a writing-support tool that enables student to write sentences by selecting words, phrases and pictures. You can even hear words spoken by realistic software speech before you write; and hear completed sentences spoken back to you!
    - - This webcast offers an overview of various tools that can be used with a Smart Board. Smart Boards, interactive white boards, are a presentation system consisting of a whiteboard, computer, projector and tools. These include free web resources, commercially available software and alternative access devices for both a keyboard and a mouse. Extensive resource lists are included.
  - - - Wii balance board
        
        https://pubmed.ncbi.nlm.nih.gov/20381997/
        
        The latest researches adopted software technology turning the Nintendo Wii Balance Board into a high performance change of standing posture (CSP) detector, and assessed whether two persons with multiple disabilities would be able to control environmental stimulation using body swing (changing standing posture). This study extends Wii Balance Board functionality for standing posture correction (i.e., actively adjust abnormal standing posture) to assessed whether two persons with multiple disabilities would be able to actively correct their standing posture by controlling their favorite stimulation on/off using a Wii Balance Board with a newly developed standing posture correcting program (SPCP). The study was performed according to an ABAB design, in which A represented baseline and B represented intervention phases. Data showed that both participants significantly increased time duration of maintaining correct standing posture (TDMCSP) to activate the control system to produce environmental stimulation during the intervention phases. Practical and developmental implications of the findings were discussed.
  - - - First,
        the public education of these students must start early and continue at some level throughout life.
      - Second,
        all students typically need speech and language intervention, while many others will need physical and occupational therapy. Students with sensory impairments may need interpreters and mobility trainers, while some with medical needs may require nursing services or supervision.
      - Third,
        because the educational teams of students are often large, close collaboration between members is essential if their expertise is to result in improved student functioning. The benefits of integrating therapy into natural activities is widely accepted over the traditional practice of isolated, or pull-out, therapy.
      - Fifth, curriculum for these students tends to be;
        
        functional in nature
        
        reflecting skills needed in everyday life across domestic
        
        leisure
        
        school
        
        community
        
        vocational domains
      - Fourth,
        when skills are taught in multiple, normalized settings, generalization problems are lessened. Thus, communication and social skills are most effectively taught in the context of interactions with typical classmates, while job and community skills are best taught during community-based instruction.
- - - - What are deficits in adaptive behaviour?
        
        Ability to understand and participate in conversation
        
        ABility to understand and follow social norms
        
        The ability to complete activities such as getting dressed.
  - - - Trouble understanding new concepts
      - Inappropriate behaviour
      - Limited vocabulary
      - Difficulty accomlishing complex tasks
    - - Choosing activities that work well for that particular student. For example, if a student is artistic, then give them assignements work with that particular skill set
      - When speaking to students with limited vocabulary, choose your words carefully, and use easy to understand vocabulary.
      - Divide larger tasks in more managable, smaller tasks
      - Give feedback immediately.
      - Explain things in multiple ways. Give verbal instructions, show pictures, give them a hands on activity and let them try for themselves.
    - - Picture supported text
        
        Pairing or replacing text with symbols or pictures
        
        Speech generator
        
        Electronic notebook (in place of a traditional paper notebook)
        
        Computer assisted-instruction
        
        Multi-touch tablet PC to with a
        digital pen or drawing tool in place of a keyboard
        
        Computer assisted simultaneous prompting
- - - - a disease in which the body does not produce or use insulin properly.
    - - a seizure disorder
    - - hard for a person to sit still, control behavior, and pay attention.
    - - develops when the marrow produces far too many white blood cells
    - - one or both of a person’s kidneys are inflamed.
    - - a complication of untreated or poorly treated strep throat or scarlet fever
    - - is a condition where an individual’s blood has less than a normal number of red blood cells or the red blood cells themselves don’t have enough hemoglobin
    - - multiple movement tics and at least one vocal tic
    - - a rare and inherited disorder in which your blood doesn’t clot properly.
  - - - notebooks
      - dividers can be utilized to record and organize assigned homework and classroom tasks.
      - page turner
    - - individual/ personal designation of appropriate assistive technology
      - electric wheelchair
      - keyboard alternatives
      - screen readers
      - software,apps
  - - - special education accessories
      - special learning materials
    - - special education staff
    - - professional nurse/ doctoral team
      - special education support system
      - school phychologist
    - - https://coggle.it/diagram/X8pRypiaCbQaODPG/t/special-education-process
- - - - It is estimated that 1 in 10 people have dyslexia
      - About 15-20 percent of the U.S. population has a learning disability.
      - One in five students, or 15-20% of the population, has a language based learning disability. Dyslexia is the most common of the language based learning disabilities.
      - 80% of children with an IEP have reading difficulty and 85% of those are Dyslexic.
      - Reference
        
        (n.d.). https://www.medicalnewstoday.com/articles/dysgraphia#seeing-a-specialist
        
        error
        
        (n.d.). https://numberdyslexia.com/assistive-tools-technology-for-dyscalculia/
        
        Staake, J. (2018, november 28). What teachers need to know about dysgraphia. We are teachers. https://www.weareteachers.com/dysgraphia/
        
        (n.d.). https://study.com/academy/lesson/assistive-technology-for-students-with-dysgraphia.html
        
        Staake, J. (2018, November 18). What teachers need to know about Dyscalculia. https://www.weareteachers.com/understanding-dyscalculia/
        
        Cochran, J. (n.d.). Dyslexia.com. https://www.dyslexic.com/blog/helping-your-student-with-dyslexia-learn-5-strategies-to-rely-on/
        
        Morin, A. (n.d.). Classroom accommodations for Dysgraphia. Understood. https://www.understood.org/en/school-learning/partnering-with-childs-school/instructional-strategies/at-a-glance-classroom-accommodations-for-dysgraphia
        
        (Anonymous). https://specialneedsresourceblog.com/2018/10/16/dyslexia-facts-and-statistics/
      - Background Information:
        
        Dyslexia:
        
        A specific learning disability in handwriting
        
        Strategies for students Dyslexia:
        
        2)Working together with parents
        
        Meet with the parents weekly to brainstorm and figure out what worked best with their child.
        
        1) Multisensory Learning
        
        B. Writing words and sentences with tactile materials,e.g. glitter glue, sand, pasta, LEGO, or beads.
        
        C. Scavenger hunts for letters and words – split students into teams and give them a word. Next, write letters onto notes and hide them around the classroom.The teams must find the letters to construct the assigned word and then glue them together on a poster by cutting out the letters
        
        A. Physical activities to practice spelling, e.g.hopscotch or jump-rope – the children spell out words when they jump to each square or over the rope. Students work in pairs and take turns to dictate words and spell them.
        
        3) Helpful Arrangements
        
        C. Mark based on effort and ideas.
        
        Dyslexic learners may be less skilled than their peers at spelling and grammar. However,if their thought process and creativity shine through the errors and it’s clear they’ve made an effort, this should be praised.
        
        B. Give them plenty of time to complete homework.
        
        IF you know the schedule that you will be doing the homework on then you can give a monthly schedule so that the student can have a heads up on deadlines.
        
        A. Use a cloze procedure.
        
        Give Key phrases and words to help student organize themselves.
        
        TED Talkhttps://www.youtube.com/watch?v=zafiGBrFkRM
        
        Dysgraphia
        
        A Specific Disability with handwriting
        
        Strategies for teaching students with Dysgraphia:
        
        1.) Think outside the pencil box: Learning to write is incredibly hard for kids with dysgraphia. You’ll likely need to employ some creative methods if you’re teaching K–2, when handwriting is most important.
        
        white boards
        
        blocks
        
        Make writing count: Whenever possible let the student orally tell you what they are trying to write.
        
        Give more time: Allow them to start early and finish late.
        
        Teach good composition skills: Make sure you’re helping all students learn how to properly plan and execute a writing assignment, whether short or long.
        
        Be flexible on grammar and spelling : If spelling or grammar isn’t particularly important for the assignment, don’t mark the student down for those errors.
        
        https://www.youtube.com/watch?v=9y6ATsA9MWU
        
        Youtube. (n.d.). Dysgraphia: what is it
        
        Dyscalculia:
        
        A specific learning disability with Math
        
        Dyscalculia https://www.youtube.com/watch?v=io9PvUbZtdY
        
        Strategies for teaching students with Dyscalculia
        
        Allow aids: When possible, allow students to use a calculator or take an open-book test, especially if the concepts you’re testing don’t rely on those basic-math facts.
        
        Find a tutor: Kids with dyscalculia can benefit from a tutor
        
        Less homework and more time: Take the pressure off and let your student work their way to the answer in their own time. It may seem counterintuitive, but because it takes them longer, dyscalculic students can actually benefit from fewer homework problems.
        
        Allow aids: When possible, allow students to use a calculator or take an open-book test, especially if the concepts you’re testing don’t rely on those basic-math facts.
        
        TYPES OF SPECIFIC LEARNING DISABILITIES
        “Specific learning disability” is an umbrella term that can describe many different types of learning issues. An educational evaluation may show that your child has a specific learning disability in a certain subject area.
  - - - Word Processing
      - Graphic Organizer
      - Voice recorder
    - - Voice Note II
      - Google Translate
      - Audio Books
      - Speak It
    - - Manipulative Blocks
      - Calculators
      - Graphing Tools
      - Abacus:
- - - - COMPREHENSION SKILLS:
        
        Visual Schedules
        
        OBJECT SCHEDULE
        
        INTERNATIONAL "NO"
        
        ACTIVITY SCHEDULES
        
        DIRECTIONS
        
        "Library"
        
        "Brushing teeth"
        
        "School morning directions"
        
        "Setting Table"
        
        FOREWARNING
      - EXPRESSIVE COMMUNICATIONS SKILLS
        
        Break cards
        
        Choice cards
        
        Picture point communication board system
        
        "All done" cards
        
        Topic ring/topic wallet
        
        Relating past events
      - SOCIAL SKILLS
        
        Social Scripts
        
        Comic Strip Conversations
        
        Social Stories
        
        Turn-taking cards
        
        "Wait" cards
        
        "Help" cards
        
        "Waiting hands" card
        
        Social "rule" cards
      - ACADEMICS
        
        Highlighter Tape
        
        File Folder Activities
      - ATTENDING SKILLS
    - - COMPUTERS
        
        Touch Window
        
        Adaptive Hardware
        
        Intellikeys
        
        Big Keys and Big Keys Plus
        
        Trackballs
      - VIDEO TAPING
      - Accessory Equipment
        
        Digital camera
        
        Scanner
    - - SOCIAL SKILLS
        
        Audio taping
        
        Big Mac
      - ATTENDING SKILLS
        
        Voice In the Box
        
        Big Mack
        
        VOCAs as Reinforcement
      - LANGUAGE COMPREHENSION SKILLS
        
        Talk Pad:
        
        Language Master
        
        Voice Output Communication Aid (VOCA)
        
        Audio taping:
        
        Language Master
      - ORGANIZATION SKILLS
        
        "Talk Pad - Sequencing" Talk Pad
        
        Language Master
        
        Timers
      - ACADEMICS
        
        "Talk Pad--Phonics" Talk Pad
        
        Voice In The Box
        
        Overhead projector
- - - - CHALLENGES
        
        Learning by lectures
        
        Participating in classroom discussions
        
        Oral presentations and exams
        
        Note taking
        
        Watching educational films
        
        National Dissemination Center for Children with Disabilities (NICHCY) iddentifies language arts as a potential problematic subject, specifically in topics such as vocabulary, grammar, and word order.
        
        Interacting/communication with hearing peers
      - ACCOMODATIONS
        
        Appropriate communication techniques
        
        FM listening system can project sound from the instructor's microphone to only the deaf student
        
        Personal acoustic system
        
        ASL interpreter (or whichever signed language the student is comfortable with, as this will not be effective if they are not fluent in the interpreting language)
        
        Appropriate classroom environment
        
        Extensive use of visual information
        
        Seat the child in a location where he/she can see clearly
        
        Close doors and windows; avoid classrooms that are near loud hallways or roads
        
        Make sure the classroom has well-designed acoustics for maximum sound production
        
        Supportive technologies
        
        Text-to-speech / Speech-to-text
        
        Ability to quickly and accurately interpret and produce spoken language can make a huge positive difference in a child's school life
        
        https://www.youtube.com/watch?v=NSHRQRsvFYs
        
        Tutoring
    - - https://www.youtube.com/watch?v=9f1o33kOpnI
      - Some deaf children find it difficult to interact well with hearing peers and may find themselves the victim of bulling, or having trouble communicating
      - Some families want their child to be taught in an environment that considered their needs across the board - sports, after school, gym, art programs, etc.
      - The Deaf community has a strong cultural component - some families believe their child should be a part of the culture from the start
      - Students can form friendships at an early age that are not limited in communication
  - - - Definition of Deafness in IDEA. (2020). Special Education Guide. Retrieved from https://www.specialeducationguide.com/disability-profiles/deafness/
        
        Jefferys, A. (2018 November 29). Deaf Education: Mainstream vs. Inclusion. Retrieved from https://www.theclassroom.com/deaf-education-mainstream-vs-inclusion-15962.html
        
        Modern Teaching Techniques for Deaf and Hard of Hearing Students. (2020). Saint Jospeh's University. Retrieved from https://online.sju.edu/graduate/masters-special-education/resources/articles/modern-teaching-techniques-for-deaf-students
  - - - 3 out of ever 1,000 American children are born deaf or with hearing loss; 9 out of 10 of these are born to fully hearing parents
        
        Most children aren't diagnosed until they are two to five years old, so early detection is key to success!
    - - Physical damage to the brain, the head, or the ear
      - Age-related hearing loss
      - Prenatal substance abuse
      - Exposure to long-term loud noise / exposure to sudden extreme noise
      - Prenatal maternal illness
      - Severe illness in childhood (such as rubella or spinal meningitis)
      - Hereditary
- - - - Low incident. Only 0.1% of students that meet criteria for IDEA have a traumatic brain injury (NCES)
  - - - Closed - Nothing enters the skull. Usually the brain collides with the skull
      - Penetrative - External object enters the skull or brain (like shrapnel)
    - - Anoxia and hypoxia occur when not enough oxygen or blood get to the brain, such as with drowning or strokes.
        
        Sometimes labeled as acquired brain injury (ABI) rather than TBI, but the effects and symptoms are very similar
        
        https://www.youtube.com/watch?v=4DHw9OEM-go
    - - Contusions - A single bruise on the brain
      - Concussion - No direct location. Instead, widespread impairment of brain tissue
      - People can have one or both
    - - Blunt injury to brain. Often found in shaking incidents or car accidents.
      - Affects numerous functions of the brain, and can even lead to a vegetative state if serious enough.
  - - - Too little or too much
    - - Shortened attention span
      - Difficulty with either short-term or long-term memory
      - Lack of problem-solving skills
      - Slower or lack of ability to process new information
    - - Loss of hearing
      - Loss of vision
      - Loss of balance
    - - Difficulty walking
      - Motor Skills
      - Difficulty with physical tasks
    - - Mood changes
      - Anxiety
      - Lack of Motivation
      - Increased Impulsiveness
      - Poor judgement
      - Difficulty relating to peers
  - - - Brain, Line. “Traumatic Brain Injury: What About School?” BrainLine, 21 Nov. 2017, www.brainline.org/article/traumatic-brain-injury-what-about-school.
      - Cary-Alvarez, Jana, and Will Dane. “Academic Success for Students with a Traumatic Brain Injury.” AccreditedSchoolsOnline.org, AccreditedSchoolsOnline.org, 4 Dec. 2020, www.accreditedschoolsonline.org/resources/students-traumatic-brain-injury/.
      - Keyser-Marcus, L., Briel, L., Sherron-Targett, P., Yasuda, S., Johnson, S., Wehman, P. (2002). Enhancing the Schooling of Students with Traumatic Brain Injury. Teaching Exceptional Children, v34 n4 p 62-67.
      - Model Systems Knowledge, Translation Center. “Returning to School After Traumatic Brain Injury.” Returning to School After Traumatic Brain Injury | Model Systems Knowledge Translation Center (MSKTC), 2020, msktc.org/tbi/factsheets/Returning-To-School-After-Traumatic-Brain-Injury.
      - Part 2
        
        National Center for Education Statistics. (2019). The NCESFast Facts Tool provides quick answers to many education questions (National Center for Education Statistics). Retreived December 7, 2020 from https://nces.ed.gov/fastfacts/display.asp?id=64
        
        Special Education, Guide. “A Definition of ‘Traumatic Brain Injury’ under the IDEA.” Special Education Guide, 22 Nov. 2015, www.specialeducationguide.com/disability-profiles/traumatic-brain-injury/.
        
        “Traumatic Brain Injury.” Center for Parent Information & Resources, NICHCY, 16 June 2010, www.parentcenterhub.org/tbi/. Accessed 21 Nov. 2017.
- - - - Accidents and illness
      - Other potential causes: birth trauma, optic nerve atrophy, cataracts, glaucoma, macular degeneration, or diabetic retinopathy.
      - About 50 percent of children in the US that are deaf blind suffer from Usher syndrome
        
        Type 1: A person will suffer from sever hearing and visual impairment from birth and their impairment will get worse over the course of their life. Students with this condition could potentially be completely blind and deaf by the time they finish high school
        
        Type 2: A person will be born with some hearing and visual impairment but it will not begin to progress until adolescence or adulthood
        
        Type 3: Type 3 is rare and a person with it is born with a normal sense of vision and hearing. Their senses do not begin to degrade until much later in life.
    - - Visual clues
        
        May hold books closer to face than normal or sit closer to a computer screen
        
        May start developing unusual habits like covering one eye to see the board
        
        May move closer to the board than usual
      - Auditory Clues
        
        Student is not responding to instructions, this may be misidentified as a behavioral issue.
        
        When using digital media the volume may be set higher than usual
        
        Saying things like "Huh" "What?" or "Sorry?" Frequently asking for teachers and classmates to repeat oral communication
    - - Depending on the students level of hearing and visual disability a student may benefit from technologies for hearing impairment and visual impairment
      - Braille embosser - an impact printer that prints braille readable documents
      - Braille conversion software - software that scans a webpage or document and converts it to braille text
      - Braille keyboards - this is rarely used but can be used for people who are born deaf blind or are completely deaf blind before knowing the alphabet
      - Talk to text technology (can be combined with talk to braille)
      - Accurate video captions in a video
      - https://youtu.be/IcUNnnwFm4g
    - - Considerations
        
        Students will likely need an individual teacher specialized in teaching the deaf blind. As the student will need a significant amount of accommodation and trust that is not always possible in a conventional classroom
        
        Deaf blind students will not be able to take in information about things outside of their experience. All learning must be tactile and their vocabulary may be limited as they will not have seen pictures of things like animals, machines or cities.
        
        Safety is absolutely critical for the child. Not only the student's safety but also their perception of that safety. If someone is completely reliant on tactile information and they do not feel safe in their environment then they are unlikely to do much or experience the things they need to learn. They may may become withdrawn
        
        https://youtu.be/iRe2lCPKZGc
      - Accommodations
        
        cane for navigation
        
        Service animal
        
        Assistance with note taking
        
        Models and tactile learning methods prepared beforehand.
        
        Functional learning strategies - Because inputs are limited, teaching vocabulary and new words will be difficult and take a long time. Instruction should be goal oriented and focused.
        
        Larger text and images in books or media. Some high tech devices allow a student to view small things in books in larger views as well
  - - - Reference: American Association of the Deaf-Blind. (2009, February 11). Retrieved December 08, 2020, from http://www.aadb.org/FAQ/faq_DeafBlindness.html
  - - - 2.Teaching Strategies and Content Modifications for the Child with Deaf-Blindness. (2015, February 05). Retrieved December 08, 2020, from https://www.tsbvi.edu/deafblindness/203-resources/4250-teaching-strategies-and-content-modifications-for-the-child-with-deaf-blindness Originally published 1995 but updated in 2015
        
        Teaching Students with Deaf-Blindness. (2017, February 27). Retrieved December 08, 2020, from https://accessiblecampus.ca/tools-resources/educators-tool-kit/teaching-tips/teaching-students-with-deaf-blindness/
        
        4.Encyclopedia of deafblindness. (n.d.). Retrieved December 08, 2020, from https://www.deafblindinternational.org/encyclopedia-of-deafblindness/
        
        Santaniello, S. (2020, November 23). Blind and Deaf Resources Norma DeFilippo. Retrieved December 08, 2020, from https://assistedtechnology.weebly.com/blind-and-deaf-resources-norma-defilippo.html
- - - - Ray Electronic Mobility Aid
      - UltraCane
    - - Kurzweil Education
      - JAWS Screen Reader
      - Kurzweil Education
  - - - Digital Text
      - Audio Books
      - Video Magnifier
      - Video Magnifier
      - Enlarged Text
      - Handheld Magnifiers
      - Braille
    - - Manual & Electric Braillewriters
      - Video Magnification/CCTV
      - Word Processor
      - Handheld Digital Recorder
      - Adaptive Paper
      - Slate and Stylus
- - - - ipads and other tablet devices that contain apps that turn the simple tablet into a dynamic communicating device
      - Proloquo2GO is an AAC app designed for the ipad that provides natural sounding text-to-speech voices, and a default vocabulary of over 7,000 items and is recommended for people who have trouble speaking or cannot speak at all Iname app was designed to assist individuals with word finding difficulty most commonly associated with Aphasia and Apraxia.
      - Verbally is an AAC app designed especially for the ipad. Verbally brings speech to those without and enables real conversation. Just tap in what you want to say and Verbally speaks for you.
      - More Hi-tech Apps in: http://smartyearsapps.com/
    - - Picture communication boards which contains pictures that represent often used items, phrases, or needs.
      - More communication boards at: https://www.amyspeechlanguagetherapy.com/communication-boards.html