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Assistive Technologies and Strategies for Intervention based on different…

- - - - give preferential seating to students with language impairments: close to instructor or where he/she can easily be assisted
      - Provide additional help to assist with vocabulary retention (common issue among students with this disability)
      - Pair students with others who will be supportive and inclusive
      - Be an active listener when the students is speaking to best interpret what is being said — be patient, do not rush them
      - Encourage all students to accept those with speech or language impairments, provide equal opportunity for participation and allow for practice ahead of speaking if the student wishes
    - - Electronic Fluency Devices
        
        DAF (Delayed Auditory Feedback): resemble headphones or hearing aids with a microphone, plays back user's voice by a fraction of a second
        
        FAF (Frequency Altered Feedback): changes the pitch at which the user hears their own voice
      - Computer software and apps to help students develop abilities
        
        First Words: uses graphic presentations and sythesized speech to teach high-frequency nouns
        
        Articulation Station: voice recorder with immediate feedback, flashcards, keeps track of progress
        
        Tiger's Tale (preK to grade 6): encourages kids to speak for a tiger that's "lost" its voice; can record their voice and then hear it played back to them then watch the whole movie
      - Augmentative and Alternative Communication Devices (AAC)
        
        Low-tech AAC: using pen and paper, boards, pictures, drawings, pointing: anything to assist with communication
        
        High-tech AAC: spartphone apps, electronic communication boards, keyboards; produce digitized speech when the user types a message or presses on images, words, or letters
        
        Unaided communication systems: relying on the student's body to convey messages through body language, gestures, and sign language
  - - - Informal methods
        
        Simplify communication
        
        Use social stories
        
        Prepare students for any change in routine
        
        Use visual supports
        
        Use mutually agreed routines
        
        Make school environment comfortable
        
        Teach autism awareness
        
        Deal with bullying
        
        Keep behavioral diary
        
        Use a stress scale
      - Framework and Strategies
        
        SULP (Social Use of Language Program
        
        SPELL (Structure, Positive approaches and expectations, Empathy, Low arousal, Links)
        
        SCERTS (Social Communication, Emotional Regulation and Transactional Support)
        
        Yoga
        
        TEACHH (Teaching, Expanding, Appreciating, Collaborating and Cooperating, Holistic)
        
        Positive behaviour support
    - - ADHD
        
        Challenges faced by autistic pupils
        
        Need longer to process information
        
        Lack of organisation and planning skills
        
        Anxiety leading to meltdown
        
        Difficulties processing sensory information
        
        Need routine
      - Undiagnosed :black_flag:
      - Demand avoident profile
      - Autistic disorder
      - Asperger syndrome
      - Pervasive development disorder
  - - - Accomodations in the classroom
        
        Seating arrangements
        
        Seat students as close to instruction as possible
        
        Seat students near positive role models (high achieving students)
        
        Prepare for transitions
        
        Give advance notice of all upcoming activities
        
        Give regular reminders of upcoming activities
        
        Have students repeat back instructions to ensure they understand
        
        Break learning into small steps
        
        Use plenty of images or animations to clarify what is expected
        
        Allow for movement around the classroom
        
        Clearly outline rules and expectations and post them in the classroom
        
        Be open to alternative forms of assessment
      - Assistive technology
        
        Video games
        
        Phone or tablet apps
        
        Task timers
        
        Utilize cloud storage to lessen chance that student will lose or forget about assignments
        
        Fidget spinners
  - - - Anxiety disorder-
        
        "Excessive and persistent, uncontrollable and overwhelming, irrational fear of everyday situation"
      - Bipolar disorder
        
        "Dramatic mood swings, going from high to sad and hopelessness"
      - Conduct disorder
        
        "Difficulties with following rules, not behaving in a socially acceptable way, aggression to people, destruction of property, deceitfulness, lying or stealing"
      - Eating disorder
        
        Anorexia Nervosa
        
        Bulimia nervosa
        "Eating too much or too little, concern of body weight"
      - Obsessive Compulsive disorder (OCD)
        
        "Recurrent and unwanted thoughts, repetitive behaviour"
      - Psychotic disorder
        
        "Abnormal thinking, hallucinations, delusions"
    - - Reading
        
        Text to speech software- Devices that read to student
        
        "Paper-based computer pen"
      - Writing
        
        "Voice recognition software"- Device that listens to your voice and writes for the student
        
        Proof reading software
        
        Electronic dictionaries
      - Math
        
        "Talking calculator"
        
        "Electronic math worksheets"
      - Organizational skills
        
        Reminder devices
        
        Vibrating watch
        
        Electronic calendar
      - Behavioural skills
        
        Teaching self monotoring
        
        Talk light- Device that tracks the noise. Both teacher and students can be mindful.
        
        Music player- allowing students to play music so they can keep calm & focused
        
        Power cards or social stories.- Developing awareness of social situations
        
        Example of power card https://youtu.be/o_UVY17Yv1Q
        
        Visual or auditory prompting / cueing device
    - - Provide more time for assignments
      - Remove environmental triggers
      - Keep class rules / activity simple and clear
      - Provide a quiet zone or "cool off" area
      - Manage change and transition
      - Break down assignments into smaller steps
      - Know the student's learning strengths so they can complete projects, tasks or assessment effectively
      - Collaboration and individual group work
  - - - Comes with a wide range of possible symptoms that can vary with persistence and severity depending on individual cases
        
        Physical impairments
        
        Speech
        
        vision
        
        hearing
        
        headaches
        
        motor coordination
        
        paralysis
        
        balance
        
        fatigue
        
        Cognitive impairments
        
        short term memory deficits
        
        difficulty concentrating
        
        Slow thinking
        
        short attention span
        
        perceptual impairments
        
        communication skills limited
        
        planning
        
        writing
        
        reading
        
        judgment
        
        Emotional impairments
        
        mood swings
        
        denial
        
        self-centeredness
        
        anxiety
        
        depression
        
        low self-esteem
        
        restlessness
        
        lack of motivation
        
        difficulty controlling emotions
        
        A wide range of educational accommodations can be used depending on the specific need of the child.
        
        Giving extra time to complete work
        
        Giving extra breaks
        
        Grading quality over quantity (how well they work not how much)
        
        provide detailed feedback to student
        
        allow recording of instruction for later review
        
        Provide clear oral and written instructions
        
        implement necessary assistive technology
        
        Ass nessisary when grading, teacher can adjust standards for spelling grammar etc.
        
        seat students at the front of the class or nearer to teacher
        
        Omit students from assignments outside of their ability such as reading aloud or presenting
        
        Give additional time or less distracting environment for testing
        
        use multiple choice or oral exams instead or written
- - - - FM systems, sound is transmitted directly from a microphone worn by a teacher
      - Infrared and audio induction loop system, used for listening in large spaces like schools
      - Coupling accessories, accessories for hearing aids that connect to media devices
      - Having laptops or tablets available if needing to video call someone to have an interpreter
    - - Visual learning strategies such as pictures with words
      - Provide written materials to supplement all lectures, tutorials and laboratory sessions. Announcements made regarding class times, activities, field work, industry visits etc, should be given in writing as well as verbally.
      - Allow students to record lectures or, preferably, make available copies of your lecture notes.
      - Encourage students with a hearing loss to seat themselves toward the front of the lecture theatre where they will have an unobstructed line of vision.
      - If your student uses sign language, teach some sign language to the rest of the class. This can be a great lesson in diversity and communication.
  - - - Seating arrangement to help with posture & movement
      - Instruction focused on improvement of gross & fine motor skills
      - May need suitable augmentative communication & other assistive devices
        
        Screen reading software List from Disabled World
        
        Speech recognition software List from Wikipedia
        
        Augmentative & alternative communication devices (Sample of devices on the market)
        
        Academic software packages for students with disabilities
      - Have a student who takes good notes share his/her notes with the student who has the impairment
    - - Physical therapist
      - Occupational therapist
      - Speech-Language Pathologist
      - Other therapists
      - Adapted PE teachers
    - - Canes
      - Crutches
      - Wheelchairs
      - Specialized exercise equipment
      - Specialized chairs, desks or tables
  - - - Teach one component at a time
      - Teach students in small groups or one-on-one if possible
      - Break down larger tasks into smaller steps
        
        Teach practical life skills
      - Tie in the instruction to the student's interests and abilities
        
        Hands on learning
        
        Provide direct and immediate feedback
      - Visual aids
    - - Use manipulative/concrete objects for math lesson
      - Any learning software designed to support students with intellectual disability
        
        CAL: Computer assisted learning
        
        Help develop/improve language and social skills
      - Language Acquisition through Motor Planning (LAMP)
  - - - Visual alerting devices (specially designed clocks, timers)
      - captioning
      - Real time translation
    - - Manual communication (sign language)
      - Voice and articulation training is often recommended to help students learn to form the sounds which they cannot hear
      - Oral communication(speech, lip reading, and use of residual hearing)
      - Seating near the teacher, classroom wall with sound-absorbing panels, floor have carpet
    - - Amplification devices: FM system
      - Hearing aid
      - Sound field system, TDD
  - - - Computer adaptaions
        
        Braille translation software to convert print into Braille and Braille into print
        
        Braille printer which connects a computer and embosses Braille on paper
        
        Screen reader converts written text on a computer screen to audible speech
        
        Screen enlargement software increases the text size and images on a computer screen
        
        Refreshable Braille display which converts text on a computer to Braille by an output device connected to the computer.
      - Adaptive devices
        
        Braille Notetakers, a lightweight electronic note-taking device that can be connected to a printer or a Braille embosser to make a printed copy.
        
        Optical character reader: converts printed text into files that can be translated in Braille or audible speech.
        
        Electronic Braillewriter: produces Braille, translates Braille into text or synthetic speech.
    - - When doing partner work, partners should use physical touch to ensure shared focus and concentration
      - Object exploration should be done in a non-directive method so the student has control
      - Individuals may have slow response times, and should be given enough time to answer
      - Students who are deaf-blind, can use symbolic communications such as touch cues, object symbols, sign language, gestures, picture symbols, fingerspelling, signed English, Braille, American Sign Language, Pidgin signed language, Tadoma method of speech reading, and large print.
  - - - Seating arrangements
        
        Use what you feel is best for each learner
      - Routines
        
        Be consistent with classroom routines. Ss will learn what to expect and can start to do by themselves without guidance
      - Predicability
        
        Predicable procedures will teach skills but also promote independence
        
        Daily planner or object/photo depending on congnitive level
      - Use of discussions
        
        Goal is to make students feel comfortable sharing opinions
      - Expressions
        
        Drawing pictures or writing short phrases gives student a way to express self and build confidence
    - - Audio books
      - Text-to-speech/ Speech-to-text software
      - Pencil grips
      - FM Systems
        
        An audible way to connect student to teacher. Students can be distracted my many sounds in classroom. This will allow student to hear clearly what the teacher is instructing.
      - Use of picture dictionaries
      - Graphic Organizers
  - - - Hearing aids
    - - Alternative textbooks, (Braille, Audio books)
      - Having a one to one assistant for the student
      - The use of sign language in class
      - Setting up individual schedules. Creating print, picture, or object individual schedules for the students can help them smoothly transition through the day as well as develop time management skills.
      - Using the APH lightbox
        A tool to help teach basic visual skills as well as more complex visual-motor and visual-perceptual skills.
      - The Teacher of Students with Visual Impairments can work with a student to help them develop efficient use of their vision for visually attending to their environment, shifting their gaze between materials presented and visual pursuit of objects and people.
      - A sensory station is appropriate for students who need a place to go where they can have minimal visual and auditory distractions. For the student with visual impairments such Cortical Visual Impairment, they may need this highly controlled environment to learn to look and use their vision. This page provides suggestions for setting up a sensory station in your classroom.
    - - Physiotherapy
      - Occupational Therapy
    - - Age Appropriate. It is important to provide instruction that is developmentally appropriate and age appropriate. Using real materials is a way to make instruction more age appropriate for older students.
      - Natural Environments. It is ideal to teach skills with natural and familiar environments or settings where the student can anticipate activities naturally. Teaching the skills within the environments where the skills will be used is critical as many students with multiple disabilities are not able generalize skills across environments.
      - Support Participation. For students with cognitive disabilities, provide simple, clear verbal directions and break tasks down into parts that can be easily accomplished. Simplify tasks by reducing the number of steps, using backward chaining, spiraling, and plenty of modeling and cues. If necessary, physically guide student through the task and then gradually fade support.
      - Meaningful. Learning activities should be meaningful to the student and be relevant to their world. Different approaches will need to be used for all areas of the curriculum. It is ideal to teach skills that are functional. Consider the functionality of the skill and focus on those that will lead to the greatest independence possible.
  - - - Help with potential anxiety, anger, stress depression and self image:
        
        Set time aside to listen to the learner. Help them develop skills to express their feelings
        
        Reward the effort, not the result in spoken terms.
        When confronted with unacceptable behavior, talk about the process of improvement rather than personality traits.
        
        Set realistic goals about progress, Grades less important than progress
    - - Use a multisensory instructional approach:
        visual, auditory, tactile, and kinesthetic;
        Often times simultaneously.
      - Use repetition and differentiation when teaching subjects. Expose learner to off-grade materials
        Practice exercises include instructional games, peerteaching activities, self-correcting materials, computer software programs
      - Teaching materials: Use graphic organisers, block out extraneous stimuli with a blank paper, provide a copy of lesson notes, use simple step by step instruction and simultaneously combine verbal and visual information.
      - Lower the workload, repeat direction, develop reading guides and maintain daily routines.
      - Set-up tutoring with focus on foundational reading areas: phonological/phonemic awareness, phonics, fluency, comprehension, and vocabulary with a focus on word parts.
        Students to participate in a variety of instructional settings; whole group, small group based on ability, small group based on academic strength or weakness.
    - - Promote use of assistive technology products such as tablets, electronic readers/dictionaries/
        spellers, text to speech programs, audio books
        allow use of audio recording device
  - - - personal digital assistants
      - electronic book players
      - optical character recognition systems
      - programs that magnify texts in a word processor, email, etc.
      - braile embossers