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Assigned Categories of Disability under IDEA (Developmental Delay - Liyan …

- - - - Augmented Reality: video modeling of non-verbal facial cues to improve ASD-diagnosed students' perceptions and reactions of facial expressions and emotions (Che Daud et al., 2018).
  - - - Virtual Reality: helps to learn how to handle real-world situations through learning typical behavior patterns in predefined social scenarios (Che Daud et al., 2018)
      - Assistive Technologies for ASD-diagnosed students can be divided into 2 categories: low-technology devices and high-technology devices. Examples of low assistive technologies include Graphic Organizer, Pencil Grip, Calculator, Velcro, Inquiry Box etc (Boston Public Schools, n.d.). High-technology devices are computers, tablets, smartphones, LiveScribe pens etc.
  - - - Virtual Learning Environment: educational intervention through social stories to overcome persistent differences in social interaction (Che Daud et al., 2018)
      - Serious Game: learning and training social and communicative skills, coordination between visual and motor skills (Che Daud et al., 2018)
  - - - Variety of Mobile Apps: mobile learning is easy and convenient to use as assistive technology for ASD children. Today the variety of available mobile applications allows to develop both functional and organizational skills, train focusing attention and improve reading comprehension, speech and language skills, model social situations and learn to apply appropriate emotions and behavior patterns. A range of Iphone/Ipad/Android available apps can be found here: Touch Autism or here: Best Autism Apps
- - - - Social and emotional skills
      - Speech and language skills
      - Cognitive (or thinking) skills
      - Fine and gross motor skills
      - Activities of daily living
  - - - The prevalence of other developmental delay was higher among boys (4.77%) than girls (2.98%) (Figure 4).
      - During 2014–2016, children aged 3–7 (4.37%) and 8–12 (4.24%) years had a higher prevalence of other developmental delay compared with children aged 13–17 years (3.08%).
      - Non-Hispanic white children (4.43%) had a higher prevalence of other developmental delay compared with Hispanic children (2.98%).
- - - - Intellectual disabilities (Intellectual disabilities, 2019) (formerly referred to as mental retardation) accommodations have really leapt forward here are some examples.
        
        (ProjectIdeal, 2019)
      - • Manipulatives or concrete objects for a math lesson (Blocks or other objects)
      - • Using the same materials as the rest of the students whenever possible
      - • Software packages designed to support students with intellectual disabilities in the classroom
      - • Universal design for learning principles (Literacy software)
      - • Software with audio and video components that meet the specific academic capacities of the student.
- - - - Assistive Technology
        
        Augmented Communication Devices: Augmentative communication devices are an alternative way to help people with language disorders find healthy and appropriate ways to communicate their basic needs (enablemart.com)
        
        Speech recognition software
        
        Alternative keyboards and mice
        
        Word prediction software
        
        screen reading software
        
        Academic Software for Students with Disabilities
    - - Assistive Technology
        
        Positioning and Mobility Aids: prosthetic and orthotic devices that allow students to move independently (projectidealonline.org)
        
        Canes
        
        Walkers
        
        Wheelchairs
        
        Crutches
        
        Prosthetic limbs
        
        Specialized Chairs, Desks and tables for proper posture development
    - - Assistive Technology
- - - - Common Accomodations a Teacher Can Provide
        
        Make tasks step by step with directions given orally or in writing.
        
        Give Students more time to finish homework or take tests.
        
        Allow students to use various kinds of assistive technology.
        
        Prepare different kinds of instructional materials that are accessible to those with reading disabilities.
        
        Modify tests and assessments to be accessible to be students with specific learning disabilities.
        
        Teach study skills, learning strategies, and organization.
        
        Communicate with students' parents to establish a good relationship and Individualized Education Plan (IEP)
- - - - Cognitive Impairments
        
        Assistive Technologies
        
        Memory Aids - Students with TBI often have short term memory issues and need digital support to stay on task and on schedule. Standard digital calendars and timers on smart phones and tablets are useful assistive technology in this regard. (Johnson, K., & Harniss, M. 2016).
        
        Recording Devices Students with TBI benefit from digital recordings that can be replayed often or more slowly. The cameras of standard smart phones and tablets are useful assistive technology in this regard. (Johnson, K., & Harniss, M. 2016).
        
        Smart Pens - Smart pens allow student with TBI to record audio. They also record all writing which can later be uploaded to a computer and digitally transcribed. The Neo Smartpen N2 is one example of this assistive technology. ("What's New in Assistive Technology," 2016).
      - Motor Impairments
        
        Assistive Technologies
        
        Note Taking Tools. - These can be audio or video devices that record and annotate lectures. The student can record their own audio notes or type notes on specialized keyboards with multiple shortcut keys. Livescribe is a good example of this type of product. (Johnson, K., & Harniss, M. 2016).
        
        Voice Activated Technologies. - Students with motor impairments often need to control digital technologies with voice commands. Naturally Speaking is a good example of such a product. (Johnson, K., & Harniss, M. 2016).
        
        Pointing Devices - Students who cannot manipulate a mouse need suitable alternatives like joysticks or touchpads to control computers. (Johnson, K., & Harniss, M. 2016).
      - Sensory Impairments
        
        Assistive Technologies
        
        Special Viewing Technologies - Students with TBI often have visual impairments. They can benefit from larger screens or screen enlargement software. Zoomtext is an example of this tech (Johnson, K., & Harniss, M. 2016).
        
        Reading Software - Students with TBI often have difficulty reading for extended periods. Software that converts text to speech allows the student to access the required texts. ReadPlease is a common example. (Johnson, K., & Harniss, M. 2016).
- - - - Screen Magnification Software
        
        Computer magnification - Zoom text - enlarge what is in the computer screen
        
        Electronic magnification - CCTV (Closed-circuit television) - Uses a stand-mounted or handheld video camera to project a magnified image onto a video monitor or television screen
        
        Electronic telescopes - This helps students to be able to view distant images – for instance, if they visit an art museum. The hand held VisAble video Telescope looks like a small camcorder that is held in the palm and allows the user to view enlarged images (Bright Hub Education, n.d.)
      - Apps
        (All free)
        
        Note taking
        
        Dragon everywhere - Dictate your message and Dragon-types it out on the screen (Willings, C., 2018)(https://www.youtube.com/embed/W-JlVZFTng8?autoplay=1)
        
        Evernote - take notes, capture photos, create to-do list and record voice reminders (Willings, C., 2018)
        
        Braille
        
        BraillePad - users can write SMS, mails and social posts, using braille code (Willings, C., n.d)
        
        MBraille - Mobile braille keyboard, using contracted or uncontracted english braille (Willings, C., n.d)
        
        For accessing books
        
        Learning Ally - Audiobooks (Willings, C., n.d)
        
        Kindle -reading options and include large print, computer generated speech and human narrators (Willings, C., n.d)
        
        Brad Mobile - provides access to braille and talking books (Willings, C., n.d)
        
        Audible - Audio books (Willings, C., n.d)
      - Speech Access
        
        Talking word processors
        
        Intellilalk and OUTLOUD - allows the student to hear the letter, word, sentence and it is entered in the device
        
        Screen Review software
        
        Jaws - Text-to speech program that read text aloud
        
        Braille translation software
        
        Braille 2000 - tool that handles all kindos direct entry braille tastes with automated page layouts to aid the production of literary, textbook and music braille
        
        Braille Embossers
        
        Braille Blazer, Braillo - printer whose output is braille instead of print
        
        Portable devices
        
        Pacmale BNS or Voice noie BT - has a braille keyboard layout and speech output
        
        Scanner Material Access
        
        Openbook - scanner that takes pictures of the pages and translates into understandable text and then speaks text aloud or outputs to braille
- - - - References:
        Inclusion Resources. (n.d) Retrieved From: https://sites.google.com/site/inclusionresourcenotebook/disability-areas/low-incidence-disabilities
        Project IDEAL.2013. Retrieved From:
        www.projectidealonline.org/v/multiple-diabilities/
        Special Education Guide.2013-2019. Retrieved From:
        http://www.specialeducationguide.com/disability-profiles/mulitple-disabilities/
      - Multiple Disabilities: This refers to students with a combination of conditions that impacts a student's ability to learn. Examples include: intellectual disability-blindness or intellectual disability-orthopedic impairment. They require special need assistance for more than one impairment. (Deaf-blindness combination is not included under this category.)
        
        Accommodations: These will vary greatly depending on the disability but some examples include: personal aids, classroom set up, alternative textbooks, priority seating, Wheelchair accessibility
        
        Assistive Technologies: These again vary greatly depending the disabilities, however this is a list of common AT that have been used with students with MD.
        
        Text-to-Speech technologies
        
        Hearing aids
        
        Hand held personal computers
        
        Visual Assistent
        
        Augmented and alternative communication options
        
        Tangible and tactile symbols system
        
        Choice boards
        
        Physical modeling and prompting
        
        Microswitch technology
        
        Sign Language
        
        Dragon dictation
        
        6.Read2Go