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Assistive Technologies for Intervention Certification 11/2020 - Cohort 11…

- - - - According to the U.S. Department of Education, Multiple Disabilities represent approximately 2.0 percent of all students having a classification in special education
      - Assistive Technologies
        
        As the range of multiple disabilities is quite varied, the assistive technologies can differ greatly from student to student
        
        Text to speech assistive tools can help students with reading uses or visual problems.
        
        Use of technology such as tablets or laptop computers to help those with motor skill issues take notes, record classes, and participate in class discussions via forum groups, messaging, etc.
        
        In the case of orthopedic impairment, a sip-and-puff system (depending on the severity of the impairment) and easy accessibility for the student is a must.
        
        Speech to text
        
        Low Tech
        
        Graphic organizers to help keep students organized
        
        Canes, crutches, wheel chairs to help student with mobility
        
        Binder clips to help students turn pages
        
        Personal whiteboards so students can write in case of difficulty with speech.
        
        Larger fonts and pencil grips to help students write.
        
        High Tech
      - Accomodations
        
        Tap into the Student's strengths. Check the IEP and be ready to make modifications to lesson planning Link Title
        
        Partial Participation allows for the student to not be excluded and still benefit from the learning process.
        
        Request a teaching aide or paraprofessional
      - Diagnosing Multiple Disabilities
        
        Hampered speech and communication skills
        
        Difficulties with mobility and assistance needed for everyday activities
        
        Possible seizures
        
        Low level intellectual and sensory functioning skills
        
        Low motor skills and adaptive skills
        
        Low Communication skills
        
        Remember: the combination of disabilities is so severe that they can not be accomodated in a special education program solely for one of the impariments.
        
        A student with multiple disabilities is likely already in a special education program based on their prior disability, so the standard IEP flowchart might not apply. However, it's important for educators to be aware of the possibility of a multiple disability diagnosis.
      - Examples of Multiple Disabilities
        
        Intellectual disability and blindness
        
        Intellectual disability and orthopedic impairment e.g. cerebral palsy
  - - - Designated note taker in the classroom. This would give the student with listening impairment the ability to concentrate in listening, lip reading, paying attention to sign language
      - ensure students sit close to teacher
      - Connect with student support department (SSD) to review student support plans (SSP) and ensure proper installment of plan. Linked is the attached flowchart I used from my school...also used in Act 1 for this week
        
        Review Tier 1 strategies (if/when applicable
      - Devices that can support in leveraging sign language when an SL interpreter may not be present
      - Review IB protocols and [recommendations for students with hearing impairment]. Refer to pages 32-34(http://xmltwo.ibo.org/publications/Continuum/d_x_senxx_csn_1601_1/g_0_senxx_csn_1305_1_e.pdf)
        
        Helpful resources that can offer amazing support!
        http://www.asha.org/public/hearing/treatment/
        assist_tech.htm
        • http://www.washington.edu/doit/Faculty/
        Strategies/Disability/Hearing/
        • http://nichcy.org/schoolage/iep/meetings/
        special-factors/considering-hearingloss
        • http://www.learner.org/courses/neuroscience/
        common_includes/si_flowplayer.html?pid=2392
        Assistive technologies are designed to allow students
        to circumvent difficulties that may prevent them from
        performing to their full potential.
        • http://www.abilityhub.com/hearing/index.htm
  - - - Assistive Technologies
        
        Technologies that take into account both hearing and vision loss.
        
        deafblind communicator
        
        Screen Braille Communicator (one person types on a keyboard and the person with deaf-blindness reads it on a refreshable braille display)
        
        Slant boards - low tech. Slanted workspaces make reading and other tasks easier.
        
        Reading guides/windows - help students focus on specific area of text.
        
        Magnifiers:used to enlarge object, images, text.
        
        handheld (used for reading print, drawings or pictures and other small objects). Some have a built-in light. Can also have a stand for students who have trouble holding one.
        
        Video use a video camera to project onto a screen. Types include desk-top, handheld, portable
        
        Screen Magnifiers can be installed on the students computer. Works much like a handheld magnifying glass but on a screen.
        
        Telescopes can enhance distance vision. Can include binoculars or monocular. Handheld or mounted on a stand.
        
        Computer software and hardware: screen magnification, accessibility features like contrast, glare reduction, being able to modify text size, provide large monitors and large-print [keyboards.] (https://www.youtube.com/watch?v=s3ahXHqqahQ)
        
        Alert system for emergencies
      - 1 to 1 help
        
        Intervener: A person who has
        specialized training in
        deafblindness; provides 1:1
        support to a student who is
        DeafBlind by facilitating
        communication, language, and
        concept development, providing
        access to auditory and visual
        information.
        
        Paraprofessional: a person who may have some training for specific job duties: provides support in a small group or 1:1 capacity; may be assigned to a student or a classroom
        
        Interpreter: a person who is trained to interpret English to American Sign Language (or another manual system) and ASL to English; may have training to accommodate for vision loss/deafblindness; may serve as a language model for the student
  - - - "impairments caused by disease"
      - "impairments from other causes"
      - "caused by congenital anomaly"
    - - depending on specific disease, individual factors and its severity the impact on learning is focused on **accommodations for students
        
        knowledge of medical condition and its affect on the student
        
        Instruction focused on development of gross and fine motor skills
        
        Securing suitable augmentative communication and other assistive devices
        
        Special seating arrangements for useful posture and movements
    - - Physical Therapists
      - Speech-Language Pathologists
      - Adapted Physical Education Teachers
      - Occupational Therapists
    - - the assistive technology would need to address a need of the student to be able to access the educational curriculum
        
        Devices to Access Information:
        
        include :
        
        speech recognition software
        
        screen reading software
        
        augmentative and alternative communication devices (such as communication boards)
        
        academic software packages for students with disabilities
        
        Devices for Positioning and Mobility
        
        include :
        
        canes
        
        walkers
        
        crutches
        
        wheelchairs
        
        specialized exercise equipment
        
        specialized chairs, desks, and tables for proper posture development
  - - - Is due to chronic or acute health problems
        
        such as asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia, and Tourette syndrome; and
        
        Reference: Sec. 300.8 (c) - Individuals with Disabilities Education Act
      - Adversely affects a child’s educational performance.
      - Speech recognition is a powerful tool that has yet to be fully used in public school classrooms, though it holds great potential to remove multiple challenges for a student with EBD during the writing process.
        
        Resouces：Howard P. Parette, Jr. E. Paula Crowley Brian W. Wojcik “Reducing Overload in Students with Learning and Behavioral Disorders: The Role of Assistive Technology”
        
        Assistive Technology for Students with Learning Disabilities - LD@school (ldatschool.ca)
  - - - Diagnoses
        
        Strabismus: where the eyes look in different directions and do not focus simultaneously on a single point
        
        Congenital cataracts: where the lens of the eye is cloudy
        
        Retinopathy of prematurity: which may occur in premature babies when the light-sensitive retina hasn’t developed sufficiently before birth
        
        Retinitis pigmentosa: a rare inherited disease that slowly destroys the retina
        
        Coloboma: where a portion of the structure of the eye is missing
        
        Optic nerve hypoplasia: which is caused by underdeveloped fibers in the optic nerve and which affects depth perception, sensitivity to light, and acuity of vision
        
        Cortical visual impairment (CVI): which is caused by damage to the part of the brain related to vision, not to the eyes themselves.
      - Assistive Technologies
        
        Ipad Apps
        
        Read2Go: a digital library that makes books available to students with reading-related disabilities such as dyslexia and vision issues.
        
        Talking Calculator: features large colorful buttons, creating an easy-to-use interface. The calculator also talks to you.
        
        Screen readers:
        They are mainly software applications and they help to convey what individuals with eyesight would see on their device by either reading it out loud (text to speech technology) or by using sound icons.
        
        Magnifiers:
        It’s a basic application, which magnifies the area or the whole screen as per the user’s needs.
        
        Braille printers:
        Braille printers are a special type of printing equipment that receives data from computers and converts them to braille on paper using solenoids. Solenoids are used to control the embossing pins that help create the contours necessary to define a specific character or word.
        
        Video magnifier:
        A video magnifier is an electromechanical device that uses a camera and a screen to allow visually impaired people to read or view an enlarged image easily. Some magnifiers include additional functions such as the ability to control contrast and magnification level.
        
        Bump dots
        Ideal for anyone who is visually impaired or blind, it identifies everyday objects such as keyboards, switches, keyboard keys, etc. using tactile marking.
        
        Paper with raised lines: embossed writing papers are useful for teaching students with visual impairments about line orientation, correct letter identification, and word spacing. It also introduces students with disabilities to sensory tactile feedback and the use of this technique in their daily lives to recognize various objects around them or to read raised prints.
  - - - Reduced social skills
      - Increased disorganization in thoughts
      - Shortened attention span and impulsivity
      - Difficulty comprehending or retaining new material; difficulty recalling old material
      - Difficulty or inability to read, write, or listen
    - - Also includes oxygen related injuries where anoxia and hypoxia occur when the brain does not receive enough oxygen or blood. This can happen in a drowning incident or even in a stroke. These brain injuries can be called acquired brain injuries (ABI), but the symptoms are still similar to TBI.
    - - Assistive technology needs to be taught to students strategically and practiced in the environment in which it will be used. As with any assistive technology, most students will probably depend heavily on people in the environment at first. However, the student should be taught to take more and more control of the technology over time, if possible.
      - Memory Aids
        
        Smartphones
        
        Voice Commands
        
        Text can be entered using voice commands
        
        Naturally Speaking: allows user to train the system so they have the best results. People with TBI may say “uhmm”, so instead of picking this up, this app can understand that this is the time to wait for their user’s next thought. This software can also be altered using a combination of voice recognition and some key strokes.
        
        Hands free voice recognition is OK for short messages but not for educational questions or inquiries.
        
        Computers
        
        Seating and Positioning
        
        Make sure the student is sitting properly to minimize fatigue and maximize the ability to focus and concentrate. Use adjustable work surfaces with matched seating scheme and power chairs. Mobile arm support can be useful to reduce fatigue and improve accuracy of the arm position. This can be mounted on a power chair, or desktop.
        
        Keyboards
        
        Compressed Keyboards: require less movement to strike keys and can be mounted easily on power chairs, or custom mounted onto desktops.
        
        Software Settings: if student has difficulty striking a single key, they can set the “accessibility” settings of the operating system to have an individual dwell on a key before the stroke registers, or that brief unintentional key strokes are not recorded. Can also set the macro software so that if a student keeps writing “rhe” it will correct it to “the” instead.
        
        Lucite Keyboard Covers: these covers have holes through which fingers or pointing devices are inserted to reach the keys. Word predictions can help as well as the use of several fonts. As one writes the test, the software can predict the intended words instead of the student typing it all out.
        
        Reading Software
        
        KurzweiJ: imports text into a variety of formats and will highlight a portion of the text in one color and the word being read in another color. It also provides a selection of reading voices.
        
        Tablets
        
        Apps
        
        TouchChat: an app that provides activities for vocabulary, expressions, communication techniques to help describe pain, emotion, and advocate for themselves.
        
        Proloquo2Go: a symbol supported communication app that allows people that cannot speak, to speak. It allows for growth of communication skills and to help foster language development through research-based vocabularies.
        
        Livescribe for note taking. This app will use a pen for audio and handwrite the notes for the student. The student can take very general notes in class then listen and read the lecture or lesson later.
      - Pencil Grips: help to hold pencils and assist with writing (low tech)
    - - Mnemonic Devices
        
        Music mnemonics: singing the alphabet
        
        Word Mnemonics: My Very Educated Mother Just Showed Us Nine planets for the order of the planets from the sun
        
        Name Mnemonics: ROY G. BIV for the colors of the rainbow
        
        Image Mnemonics: creating a mental image to remember a list of words
    - - Use each individual students' IEP in order to properly assess the students and to teach them.
      - Allow for use of recording devices, transcribing devices, and talk to text devices in the classroom.
      - Arrange for a space in the classroom so that the student can see the board clearly and utilize their chair and desktop if they have one.
      - Use visual images in class. Make sure to use a large enough print and screen in the class so that the student can see if the student's vision is impaired.
      - Allow extra time for tests.
      - Allow for modified presentations and assignments based on the student's IEP.
      - Encourage use of the resources room and for their IEP resource individual.
      - Keep in contact with the IEP team and parents to ensure all needs of the student are being met and that they have the have everything necessary to succeed in your classroom.
  - - - The Definition of Autism Under IDEA Part C
        https://www.specialeducationguide.com/disability-profiles/autism/
    - - Augmentative and alternative communication (AAC)
        
        (Low cost, little-training required)
        Communication board, Picture Exchange Communication System (PECS)
        
        (Medium cost, medium training)
        Speech generating device, requires more training, customizable, fixed display.
        ie. voice output communication aides (VOCA)
        
        (Higher cost)
        Speech generation device with flexible display and choices.
        i.e. tablets
        
        Autism Speaks. (n.d.) Assistive Technology for Communication Roadmap. https://www.autismspeaks.org/worksheet/assistive-technology-communication-roadmap
      - Timer-help with transitions
      - Visuals-visual schedule; visual procedure; pictures next to words; social stories
        
        National Association of Special Education Teachers. (n.d.) AUTISM SPECTRUM DISORDER SERIES. Assistive Technology for Students with Autism Spectrum Disorders. https://www.naset.org/fileadmin/user_upload/Autism_Series/Assist_tech/AssistiveTech_for_Students_W_Autism.pdf :
    - - Applied Behavior Analysis (ABA)
        "a highly structured approach that focuses on teaching functional skills and continuous assessment of progress"
        Hallahahan, D., Kauffman, J., Pullen., P. (2015) Learners With Autism Spectrum Disorders. Exceptional Learners. Pearson.
      - Project DATA
        (Developmentally Appropriate Treatment for Autism) "is a groundbreaking, replicable, sustainable, inclusive classroom model for young children with Autism Spectrum Disorder (ASD)"
        https://eeuschool.org/program-summaries/preschool/project-data/
      - TEACCH (Treatment and Education of Autistic and Related Communication Handicapped Children)
        "Places heavy emphasis on structure. The environment has physical boundaries for such things as group work, independent work, and play. Activities are structured-using scheduling, organization, and routine--so that children know what they will be doing throughout the day. A key element of the program is its emphasis on visual cues."
        Hallahahan, D., Kauffman, J., Pullen., P. (2015) Learners With Autism Spectrum Disorders. Exceptional Learners. Pearson.
      - Pivotal Response Teaching (PRT)
        is based on the assumption that some skills are critical, or pivotal, for function in other areas.Thus by focusing intervention on these pivotal skills, the effects of the intervention can more easily spread to other skill areas.
        Hallahahan, D., Kauffman, J., Pullen., P. (2015) Learners With Autism Spectrum Disorders. Exceptional Learners. Pearson.
- - - - Speech
        These tools help users to increase the quality of their verbal expression (including articulation, fluency, and voice/volume)
        
        Electronic Fluency Devices:
        These systems are intended to help improve the fluency of people with stutters
        
        Delayed Auditory Feedback
        
        replays the speaker's voice in their ear, slightly delayed
        
        Frequency Altered Feedback
        
        replays the speaker's voice in their ear with a slightly altered pitch
        
        Voice Amplification
        These devices can be used to accommodate for individuals who either have difficulty speaking loudly, or have a medical need to speak softly
        
        portable, hand-held/worn devices
      - Language
        These tools help users to give and get information, and be understood through communication.
        
        Augmentative and Alternative Communication Devices
        AACs are used to enhance the communication process, specifically user output.
        
        Unaided Communication Systems
        These systems do not use technology, but rather the user's body.
        
        e.g. sign language, gestures, body language
        
        Low-tech AAC
        These systems do not require electricity/batteries.
        
        Writing pad/board
        
        Picture Boards
        Users can point to images or words/letters by multiple means, such as eyes, fingers, other body parts, or a pointer.
        
        High-tech AAC
        These systems require electricity/batteries.
        
        Speech Generating Devices
        These devices produce speech when the user types or otherwise processes a message, or presses on images/words/letters.
        
        keyboard
        
        electronic communication board
        
        phone and tablet apps
        Apps are more versatile as they can make use of a variety of inputs, such as typing, drawing, and pointing at images.
        
        e.g. TouchChat, DynaVox Compass
      - Certain factors need to be considered when setting up a student/user with assistive technology:
        1) What are the student's communication goals? Does the chosen technology appropriately address those goals?
        2) What are the student's communication preferences? This could mean choosing a device that can allow for a variety of language and voice options.
        3) Does the chosen device match the needs of the student's environment?
    - - Articulation Disorder:
        Student experiences challenges in pronouncing specific sounds, such as "th" or "sh"
        
        Classroom Accommodations
        1.) Provide a listener who is familiar with the student's speech for testing
        2.) Do not penalize speech errors.
        3.) Allow student to write instead of verbally answering
        4.) Provide a private area for testing
        5.) Substitute oral assignments for other productive methods such as written responses
        
        Allow longer response time
      - Language:
        student has difficulty comprehending words properly, expressing themselves and/or listening to others
        
        Classroom Accommodations
        1.) Allow students to write instead of verbally answering.
        2.) Modify the length of assignments.
        3.) Provide a private area for testing.
        4.) Allow use of adaptive technologies.
        5.) Provide a copy of class notes.
        6.) Allow extended time for class assignments and tests.
        7.) Give spelling/vocabulary lists before beginning a new unit.
        8.) Use visual cues.
        9.) Repeat directs using different words
      - Social
        Student has difficulty using speech in pragmatic areas (i.e.: how meaning is created and interpreted in verbal and nonverbal interactions)
        [Diagnosis could include Social Communication Disorder]
        
        Classroom Accommodations
        1.) Provide visual schedules.
        2.) Provide opportunities to support social interaction
        3.) Provide small group activities whenever possible
      - Other Accommodations
        
        Referral:
        Student is referred to and meets with Speech-Language Pathologist to determine other methods if needs are not being met
        
        Environmental:
        1.) Provide preferential or optimal seating
        2.) Post reference material in the classroom
        3.) Minimize classroom distractions
        4.) Watch for bullying and actively seek out classmates and activities that the student enjoys
        
        Instructional:
        1.) Provide written directions for multi-step projects
        2.) Provide specific instructions for the individual
        3.) Reward effort
        4.) Allow use of adaptive technologies
        5.) Use a variety of visual and tactic cues
        
        Assessment:
        1.) Provide opportunities for the student to demonstrate his/her learning by concrete application of the concepts.
        2.) Use oral testing and/or scribing.
        3.) Allow Assistive technology
        4.) Ensure student understands the questions/ Do not assume student understands instructions
        5.) Allow use of adaptive technologies
      - Voice:
        Student has difficulty voicing words; such as having an abnormally soft or loud voice.
        [This may be caused by polyps or nodules in the throat]
        
        Classroom Accommodations
        1.) Reduce the amount of background noise in the classroom
        2.) Modify requirements for oral presentations (e.g. allow assistive technology or change duration of assignment, etc.)
        3.) Develop a procedure for the student to use to signal when they need help
        4.) Be a good speech model: talk directly to student using appropriate volume and speed
      - Fluency:
        Student has 1 or more communication disorders such as stuttering, unusual word repetition and hesitant speech
        
        Classroom Accommodations
        1.) Reinforce instances of “easy speech” in the classroom
        2.) Allow for longer response time
        3.) Avoid calling attention to, or telling student to "slow down"
        4.) Modify requirements for oral presentations (for example, allow student to pre-record their voice or use text-to speech technology)
      - Phonological Process:
        student has a pattern of sound mistakes, including not pronouncing certain letters or not being able to detect them in others' speech
        
        Classroom Accommodations
        
        Pair visuals with oral instructions
        2.) Use physical or concrete objects for student to use when reading or saying words
        3.) Post reference information related to phonology
        4.) Use high-lighting or clapping to identify parts of words
        5.) Provide additional time for testing and/or assignments
        6.) Allow use of reference materials (such as a dictionary) during tests
        7.) Determine student’s current knowledge/skill of phonological process (rhymes, identifying parts of compound words, identifying initial sounds, blending, etc.
        8.) Use a variety of media sources including board and computer games
      - Apraxia of Speech/Dyspraxia/Developmental Coordination Disorder
        Affects motor function ability to produce speech as brain signals do not reach muscles in mouth. This can cause errors with speech rhythm, stress, and/or intonation. Student can also have motor function difficulty when writing and performing other tasks
        
        Classroom Accommodations
        
        Play speech and vocabulary games
        
        Allow extra time on tests or allow them to take home
        3.) Provide extra time to complete work given special awareness to the need to repeat and practice
        
        Provide checklists, rubrics, step-by-step, and visual directions for assignments
        
        Allow computer use for writing tasks
        6.) Use larger print for worksheets/notes/textbooks
        7.) Reduce the need to copy by using worksheets that fill-in-the-blanks or matching
        8.) Provide teaching notes ahead of time or assign a note-taking buddy
        9.) Give directions slowly in short sentence and phrases.
        10.) Teach writing using alternative methods and provide different utensils, grips, and paper.
        11.) Give outlines of diagrams or maps so the student only needs to mark what’s being taught.
        
        Note:
        Apraxia of Speech may affect gross motor movements as a whole and not just speech and writing. In this situation, further physical accommodations must be made.
        
        Classroom Accommodations targeting motor movement:
        1.) Seat the student closer to the board, teacher, and/or another student who can help.
        2.) Adjust chair and/or desk height to ensure the student is in the proper position for desk work.
        3.) Allow the student to work in different positions, like standing.
        4.) Give extra time to get to classes by allowing student to leave early or arrive late
        5.) Build in extra time to prepare for activities such as recess or gym class
        6.) Pre-teach physical skills in small parts
        7.) Teach specific handwriting strategies that show how to print letters consistently.
        
        Low Tech Assistance Devices:
        1.) Slant board or other sloped writing surface (3 ring binder)
        2.) Pencil Grips
        3.) Spring-loaded or loop scissors
        4.) Special paper such as raised-line or graph paper
        5.) Different writing tools such as markers, gel pens, etc.
    - - When they are used:
        Modifications should be considered only after the student is not successful in the general curriculum with accommodations and special education services.
  - - - a neurological condition that exists when sensory signals don't get organized into appropriate responses. People with SPD find it difficult to process sensory information (e.g. sound, touch and movement) from the world around them.
        
        ≈≈
        
        Affects 5-16% of school aged children
        
        Signs of SPD
        
        Overly sensitive to stimulation
        
        strong reaction to small amount or no reaction to an forceful amount of visual, auditory, or physical stimulation
        
        poor fine motor skills
        
        either very lethargic or constant need to move
        
        slow to perform tasks and learn new activities
        
        difficulty making new friends (overly aggressive or passive/withdrawn)
        
        easily distracted/fidgety/ overwhelmed in class or at recess
        
        does not seem to understand verbal instructions
        
        difficulty reading and making words, confuses words with similiar sounds
        
        often concurrent with another disorder such as ADHD or autism
        
        clumsy , stumbles slouches in chair
        
        Assistive Technologies & Interventions
        
        Sensory Integration Approach
        
        Listening Therapy (such as Integrated Listening Systems)
        
        OT gym sessions provide gradual challenges in a child-friendly fun & safe sensory filled environment
        
        Teacher Accomodations/Considerations
        
        Classroom Planning Schedules & Routines
        
        have a set daily routine that changes very little
        
        1 more item...
        
        Giving Instructions & Assignments
        
        reduce the need for handwriting opting for fill in the blank or true/false questions
        
        2 more items...
        
        Building Self-Regulations Skills
        
        provide a quiet work space to use when needed
        
        1 more item...
        
        creative pro-active behavioral plan with the child
        
        1 more item...
        
        made on a case by case basis with clinical support
  - - - Difficulties in intellectual functioning
        
        Learning
        
        Problem solving
        
        Communicating
      - Difficulties in adaptive behavior
        
        Personal care skills
        
        Getting dressed
        
        Going to the bathroom
        
        Self-feeding
        
        Asking for help
        
        School or work skills
        
        Learning routine
        
        Using money
        
        Being safe
        
        Communication and social skills
        
        Having conversations
        
        Using the phone
      - Signs of an Intellectual Disability
        
        Sit up, crawl, or walk later than other children
        
        Learn to talk later or have trouble speaking
        
        Have trouble understanding social rules
        
        Have trouble seeing the consequences of their actions
        
        Have trouble solving problems
        
        Have trouble thinking logically
    - - Learning Environment
        
        It may be helpful for students with intellectual disability to have an individual orientation to equipment or computers to minimise anxiety.
        
        One-to-one tutoring in subjects may be important; this can include peer tutoring.
        
        Present information in a range of formats – handouts, worksheets, overheads, videos – to meet a diversity of learning styles.
        
        Reinforce learning by using real-life examples and environments.
      - Instructions
        
        Ensure that instructions are made clear and are explained in verbal as well as written form.
        
        Use clear, succinct, straightforward language.
        
        Students may benefit from having oral rather than written feedback on their written assignments.
        
        Use as many verbal descriptions as possible to supplement material presented in class
        
        Students will be more likely to follow correctly the sequence of material in a lecture if they are able to listen to the material more than once.
        
        Use color wherever appropriate to distinguish and highlight.
        
        Use diagram
      - Assessments
        
        Allow extensions to assignment deadlines
        
        Students with an intellectual disability will need extra time in an examination for reading and analysing questions and for planning their answers.
        
        Some students will request that examination questions be read to them.
        
        Some students may prefer to dictate their answers.
        
        Keep short your written examination instructions and sentences
    - - Use technology to record students work, e.g. digital photography, tape and video.
      - communication tool
        
        Boardmaker is a software program that is used to make communication boards for students with communication needs.
        
        Eye Gaze Viewer(https://www.tobiidynavox.com/) can be used for students who have limited communication skills and limited physical abilities.
      - Reading Tool
        
        Starfall
        
        practice with phonemic awareness and phonics
        
        Storyline Online
        
        Reading A-Z
      - Wring Tool
        
        Speech to Text
        
        Tool on Google Chrome that allows you to speak into your computer and this program will type what you are saying of you.
        
        Big Grip Pencil
        
        Raised Lined Paper
        
        Kidspiration
        
        a software program that visually represents writing in many different ways.
      - Math Tool
        
        Touch Math Technology
        
        a multi sensory program for teaching and working with numbers.
        
        Paper-based computer pen
        
        This technology records and links audio to what a person writes using the pen and special paper.
  - - - A condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child’s educational performance ------ Individuals with Disabilities Education Act (IDEA)
        
        (A) An inability to learn that cannot be explained by intellectual, sensory, or health factors :check:
        
        (B) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers :check:
        
        (C) Inappropriate types of behavior or feelings under normal circumstances :check:
        
        (D) A general pervasive mood of unhappiness or depression :check:
        
        (E) A tendency to develop physical symptoms or fears associated with personal or school problems :check:
    - - In 1999-2000, 51% of students with ED ages 14 and above dropped out of school (U.S. Department of Education, 2002)
      - Only 41.9% of students with ED graduate high school. These students have the highest drop-out rates (Larrivee, 2007)
      - It is estimated that 32% of youth in juvenile corrections have disabilities. Nearly 46% of incarcerated youth with a disability were identified as having an emotional and behavioral disorder (Quinn, Rutherford, & Leone, 2001)
      - Children and youth identified as having an emotional disturbance represent 8.1% of all students ages 6-21 being served under IDEA (U.S. Department of Education, 2002)
    - - Meet UDL Principles
        
        Representation
        
        Multi-media features
        
        Visuals and virtual manipulatives
        
        Expression
        
        Written and oral communication
        
        High-quality products
        
        Engagement
        
        High-interest, motivating media
        
        Intuitive instruction and evaluation of skills
      - Impact On
        
        Reading Tools more information
        
        reading guide
        
        highlighting pens and tape
        
        talking dictionary and/or thesaurus
        
        scanning pen
        
        electronic books
        
        scan and read software
        
        Writing Tools more information
        
        pencil grips
        
        paper holder
        
        stamp sets
        
        talking word processors
        
        graphic organizers
        
        portable keyboards
        
        Math Tools more information
        
        talking calculator/timer
        
        grid paper
        
        coin calculator
        
        math software
        
        online tools
    - - Anxiety Disorders
      - Bipolar Disorder
        
        Memory Aids： 1. To reduce frustration and stress, people with bipolar disorder may be benefit from tools that aid memory, like reminder apps and planners. 2. When in a cycle of mania or depression, it may difficult to focus and remember appointments and tasks.
        
        Reminder Apps:
        
        Wunderlist
        
        Evernote
        
        Suggested for note-taking in class and remembering HW
        
        Mood Charting: Keeping a mood chart can help those with bipolar disorder track their disorder and cycles.
        
        In class: Writing a journal could be an opener for students with Bipolar Disorder
        
        Paper based Diary book
        or Apps such as MoodTrack Diary
      - Conduct Disorder
        
        Behavior Charts: Behavior charts allow students to visually track their behavior changes by having to the type of behavior they are exhibiting. 2. Vision boards: In class, have students create vision boards to track their goal and provide positive behaviors for the appropriate behavior that must be exhibited.
      - Eating Disorders
      - Obsessive-Compulsive Disorder
        
        Managing anxiety 2. break down the task into different steps and instructions 3. provide game-like class activities to attract their attention and keep them engaged
      - Psychotic Disorders