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IDEA : (Strategies (Assistive Technologies: (Recorded lessons or…

- - - - Physical Therapists who work on gross motor skills (focusing on the legs, back, neck and torso)
      - Occupational Therapists who work on fine motor skills (focusing on the arms and hands as well as daily living activities such as dressing and bathing)
      - Speech-Language Pathologists who work with the student on problems with speech and language
      - Adapted Physical Education Teachers, who are specially trained PE teachers who work along with the OT and PT to develop an exercise program to help students with disabilities
      - Other Therapists (Massage Therapists, Music Therapists, etc.)
- - - - Teach one concept or activity component at a time
      - Teach one step at a time to help support memorization and sequencing
      - Teach students in small groups, or one-on-one, if possible
      - Use physical and verbal prompting to guide correct responses, and provide specific verbal praise to reinforce these responses
- - - - more audio, less visual since reading is often more difficult after an injury like this
      - clearly stated directions, write them down and give a copy because memory is impaired
      - break activities or tasks into smaller steps
      - allow a longer time to complete homeworks
      - no physical activity (PE)
      - assign a peer to share notes with the individual
      - rearrange seating to put the student away from the window. Light is sensitive to someone with a brain injury.
      - use more visuals, less text
      - reduce background noise
      - give tests in smaller chunks
- - - - Provide verbal/auditory alternatives (i.e. read and describe)
      - Give spatial directions from student perspective
      - Give verbal prompts
      - Encorporate songs
      - Teach in thematic units
    - - Allow student to handle/touch classroom materials
      - Allow digital reading devices
      - Use bigger font, contrast enhancement, magnified print
      - Braille
    - - Move student closer to board
      - Keep furniture arrangement consistent
      - Reduce glare from windows, etc.
      - Provide task lighting
    - - Build student relationships
      - Address all students by name
  - - - Vision
      - Physical
      - Speech & Language
      - Occupational
    - - Assessment
        
        Determine necessary modifications and accommodations
        
        Create IEP
- - - - Establish a safety plan
      - Establish a class-wide individual consequence system
      - Develop self-monitoring skills to control behavior while providing/encouraging autonomy
      - Altering environmental factors that may exacerbate problems, such as reducing visual stimulation and materials that can be broken
      - Check-in/Check-out Interventions
      - Drug therapy
      - Individual and group counseling
      - Diet Control
      - Exercise
  - - - Allow for periodic mini-breaks
      - Be aware of speech and non-verbal cues
      - Seating arrangements to either reduce distractions or encourage social interactions
      - Reward/celebrate positive behavior and provide positive feedback often
      - Set consistently clear rules and expectations with frequent reminders
    - - Provide extended time
      - Private test-taking space
      - Read tests out loud
      - Reduce overall number of tests
    - - Use visually stimulating materials
      - Provide simple notes and study guides
      - Provide extended time to complete assignments
      - Communicate with parents so strategies and expectations are repeated at home
  - - - Behavior charts
      - Vision boards
      - Point/Incentive sheets
      - Teaching self-discipline
      - Book of activities
    - - Music (iPods/MP3 players)
      - Reminder devices like Motivaider
      - Noise management tools like Talklight
    - - Multi-sensory integrated technology programs and websites like Brainpop, Funmaths and Inspiration
      - Video games as motivational rewards (Wii)
- - - - Actions of students or teachers; environmental arrangements
    - - Low-cost items; easy to use tools; non-electric items
    - - Battery operated devices; simple electronics
- - - - audio texts
      - larger print or ebooks with adjustable print size
      - print to voice reader
    - - one-on-one reading tutor
      - multisensory teaching
      - intensive phonics instruction
    - - verbal instructions
      - alternate answer sheet
      - fewer items per page
  - - - Speech to text software
      - Accomodations
        
        fewer items per page
        
        answer verbally, point to answer
        
        more time, start projects early
        
        lower volume of written work
        
        paper with raised lines
        
        allow abbreviations
      - pencil grips and high contrast pens
      - word processor
  - - - draw problems instead of using numerals
      - extra time for tests and assignments
      - use graph paper to line up problems
    - - digital graphing tools
      - math notation tools
      - calculators
    - - one-on-one tutoring
      - multisensory teaching
      - use real objects to solve problems
- - - - GoTalks
        
        GoTalks are a type of speech generating devices. GoTalks are offered with various amounts of communication options and sizes.
    - - FaceSay Social Skills Software Games
        
        FaceSay produces games that can help ASD children/adults to better recognize behavioral and emotional cues. Their focus is on students who can benefit from this software in school and friendship relationships.
    - - Life Skills Winner
        
        Life Skills Winner is an application that allows users to score points while learning daily living tasks in an interactive setting. The application is available through the web and also on mobile devices.
  - - - a daily class schedule detailing the broad activity categories
    - - provide multiple media options to suit each child’s specific learning style
    - - including stress balls, pencil toppers, tangle puzzles, clay, wiggle cushions, weighted lap pads, chair bands and foot rollers.
    - - provide
        students with a place to escape the constant barrage of noise and visual stimulus by creating a quiet corner in a low traffic area of the classroom.
    - - Teachers can help the school day go much smoother by building breaks into the schedule
- - - - Audio-visual FM system
      - Soundfield Systems
      - Personal FM systems
      - Amplified Telephones
      - Translation Services
      - Captioning services
      - Face to face communication services
- - - - Proofreading Software
      - Talking Calculators
      - Learning systems Ex:FM Systems/Sip &Puff Systems
      - Speech Recognition Programs
      - Graphic Organizers
      - Portable Word Processors
      - Text to Speech equipment (Intel Readers)
      - Audio and Visual based curriculums
      - Information/Data Managers
      - On Screen Math Manipulatives and Models
      - Accommodations&Modifications
      - Prepare functional activities that promote independent living skills
      - Teach one step at time to support memorization & sequencing
      - Teach in very small groups or provide 1 on 1 support
      - Assistive Techologies
      - Provide multiple opportunities to practice skills in a number of different settings
      - Physical/verbal prompting to guide correct responses
        Provide specific verbal praise to reinforce these responses
      - Hands on Learning
      - Quiet study spaces free from distractions
- - - - Physical touch.
        
        Braille
        
        Tactile sign language
        
        Tactile finger spelling
    - - Less than 1% of students
    - - Some students may have more severe deafness than blindness and the other way around, but still,
        bi-sensory disabled.
        
        Most deaf-blind students have residual sight and/or hearing.
    - - Only learns through what is done, experienced.
      - Small group or individual learning is key.
        
        No learning is being done if waiting for others to have their turn.
      - Safety is crucial for this student.
    - - High tech
        
        Vibrating pager to alert of teacher directive
        
        Interactive computer software
        
        Modern Perkins Braille Writer with embosser linked to computer
        
        Computerized Hearing aids
        
        Computerized eye glasses (eSight, Artificial Vision, OrCam)
      - Physical mobility assistance
        
        White tipped cane
        
        Bright paint stripes along the walls
        
        Braille signs
        
        Personal human guide
        
        Hand grips, bars along walls
      - Low tech
        
        Highlighted text,
        
        Manual Perkins Braille Writer machine
        
        very labor intensive
        
        Lights to alert of teacher directive
        
        Dark, enlarged print