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IDEA (Individuals with Disabilities Education Act) (Low -Incidence…

- - - - Reading
        
        Text to speech software, Screen Reading Software, Audio Books
        (Specific Learning Disabilities, 2013)
        Variable Speed Tape recorders, Personal FM Listening systems
        (Reading Rockets, 2018)
      - Writing
        
        Portable word processors, Word prediction games, Voice recognition software, Organizational software, Online writing support (Specific Learning Disabilities, 2013) Proofreading programs, Talking spell checkers and electronic dictionaries (Reading Rockets, 2018)
    - - Breaks given, chunking information, change of color of paper for dyslexic, use of manipulatives for math, classroom discussions, spoken directions, hands on activities, lab classes, graphic organizers.
    - - Reading Rockets. Assistive Technology for Kids with Learning Disabilities: An Overview. (2018, October 05). Retrieved March 31, 2019, from http://www.readingrockets.org/article/assistive-technology-kids-learning-disabilities-overview
        
        Specific Learning Disabilities. (2013). Retrieved March 31, 2019, from http://www.projectidealonline.org/v/specific-learning-disabilities/ Assistive Technology
        
        Learning Disabilities Association of America. (2018, April 18). Types of Learning Disabilities. Retrieved from https://ldaamerica.org/types-of-learning-disabilities/ Definition of learning disabilities
  - - - *Behavior charts allow students to visually track behavior changes and positive outcomes
        Vision board allows students to visually keep track of goals and reminders for appropriate behavior Point/incentive sheets allow students to keep track of positive reinforcements and can be motivational tools
        
        The talklight flashes according to noise levels and positive reinforcements Multi-sensory integrated technology programs offer complete sensory cues, prompts, and lessons for social and emotional engagement
        *Text-to-speech software allows students to relax and listen preventing them from trying to engage too many brain systems at one time
    - - Music players
      - Reminder devices
      - Variable speed tape recorders
      - Small groups
      - Breaks during class
      - Sand timer
  - - - OTHER ACCOMMODATIONS
        
        be patient and listen offering encouragement - written assignments or responses to specific questions that can be shared to the class by having a peer read them out loud (alternative to oral presentation) (Allegheny College Students Disability Services)
      - ASSISTIVE TECHNOLOGIES
        
        Meet Elle Elle uses technology called a Dynavox to help her communicate with family, classmates, friends, and teachers (Pacercenter 2012).
        
        computer software packages, augmentative or alternative communication (symbols, aids strategies to enhance communication process), and non-electronic communication boards are all alternative assistive technologies that can be used for speech and language impairment! (Project Ideal 2007).
        
        Augmentative & Alternative Communication
        
        [Helping Michael](https://www.youtube.com/watch?v=MpdjP0zHeBc
      - The Individuals with Disabilities Education Act (IDEA) officially defines speech & language impairments as, "“a communication disorder such as stuttering, impaired articulation, a language impairment, or a voice impairment that adversely affects a child’s educational performance.” (Special Education Guide, 2019).
        
        Obstacles that come with Speech & Langauge Impairments:
        
        Communicating Effectively with classmates and teachers
        
        Understanding and/or giving oral presentations
        
        Participating in Classroom Discussions
        
        Attaining normalcy within a group
        (Special Education Guide, 2019).
        (extended from this are subcategories of speech & language impairments).
        
        Understanding Language Disorders
        
        Fluency Disorder: examples would be stuttering or unusual word repetition and hesitant speech (Special Education Guide, 2019).
        
        Voicing Impairments: examples would be where there is a throat issues that would cause a child to have an abnormally soft voice making them extremely difficult to hear (Special Education Guide, 2019).
        
        Impaired Articulation: examples would be if a child has difficulty pronouncing certain sounds or noises (Special Education Guide, 2019).
        
        Language Impairment: this would be where kids have difficulty comprehending words, expressing oneself, and listening to others. (Special Education Guide, 2019).
  - - - Providing calculators to allow for focus on more difficult/abstract concepts
      - Computers/tables with read aloud functions
      - Speech-to-text software for recording answers/responses for students' with verbal communication issues
    - - Lesson modifications
        
        Concrete strategies
      - Instruction in a special education classroom
      - Use of manipulatives
        
        Counting cubes
        
        Fraction bars
      - Previewing lessons to activate prior knowledge in advance of learning new material
      - Create a positive, encouraging atmosphere which fosters self-esteem
      - Behavior contracts are a useful tool for addressing disruptive behavior in the classroom
      - Visual and pictorial cards can be highly effective for organization.
- - - - Sign Language Interpreting
      - Communication Access Realtime Translation (CART)
      - C-Print - Transcription Services
      - Assistive Listening Devices (ALD)
      - Note taking
      - Captioning
      - Preferred seating
    - - Visual Alerting Devices
      - Captioning Devices or apps
      - Real-Time Transcription
      - Telecommunication
      - Text to Speech apps
  - - - *Braille Translation software
      - Assistive technology can be high tech or low tech. It can be used for communication, computer skills, mobility, learning, play, independent living, and much more. National Center on Deaf-Blindness
      - Deaf-blindness under federal law means concomitant hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for children with deafness or children with blindness.
        Project IDEAL
      - Refresh-able screen display
      - Braille Note takers
      - Optical Character Reader
      - TDD-Telecommunication device for the Deaf
      - COM touch
      - Arduino Lilypad
      - Lorm Glove
    - - Students who are Deaf-Blind have both vision and hearing loss that negatively affects their educational programs.Deaf-Blindness does NOT mean totally deaf or totally blind. In fact, most students with Deaf -Blindness have some residual vision and some hearing loss. It does mean they do not gain enough information from either to compensate for the other. (Alsop 2002)
    - - Large Print
      - Time Delayed Response
      - Seating arrangement
      - Touch Cues
      - American Sign language
      - Picture Symbols
      - Note Taking
  - - - A-ADAPTIVE INSTRUCTION:
        B-Provide pictures, symbols, or other visual aids
        instead of words
        C-Use clear, concise verbal communication.
        D-Practice routines.
        E-Color-code materials by their use or subject.
        Verbally remind student of transitions.
        
        https://www.youtube.com/watch?v=0Zosc8dEBf8
  - - - Blindness Due to birth, accident, cancer, optical stroke, ext.
        
        Coloboma: Part of the structure of the eye is missing.
        
        Congenital Cataracts: The lens of the eye becomes cloudy.
        
        Cortical Visual Impairment (CVI): Caused by brain damage to the part of the brain that relates to the eyes - no actual damage or impairment of the eyes themselves.
        
        Nearsightedness/Farsightedness
        
        Optic Nerve Hypoplasia: Underdeveloped fibers in the optic nerve - affecting perception, light sensitivity, and overall vision.
        
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    - - Low Tech Assistive Technologies: Enlarged Text, Handheld Magnifiers, Felt-Pens, Bold Lined Paper, Record Lessons, Audio Books, Abacus, Braille Cubes, Large calculators, Talking Compass, Reading Stand,Writing Guide, Lamps
        
        Bold Paper and Felt Pen
        
        Magnifying Glass
        
        Braille Paper
      - High Tech Assistive Technologies: Swell paper, Braille Labeler, Embosser, Writer or Notetaker, Refreshable Braille Display, Text to Speech/Speech to Text Programs, Video Magnification, 3D Printer
        
        Text to Speech
        
        Braille Reader/Notetaker
      - https://www.youtube.com/watch?v=dsYxzeBnuUc
    - - Sensory Learning: The primary way a visually impaired child learns is through touch and feel - often times until a child holds something they cannot grasp the concept of the thing being described. Because of this finding ways to incorporate touch, sound and even smell into their learning is vital to their learning.
      - Early Intervention Programs: Your primary pediatrician can refer children to local EI programs outside of schools. Including support groups.
      - IFSP/IEP (Individualized Family Service Plan/ Individualized Education Plan): Parents, Teachers and School Staff work to create individualized home and school plans to best fit the needs of the student.
      - General Classroom Accommodations: Repeat Instructions,
        Record Lessons, Large Printouts of Lesson and Notes, Layout of classroom and desks (Making sure everything is easily accessible), Materials should be easily accessible, Lighting in the room, Color/Contrast choices for text on boards and papers, Speak using distance and directional phrasing
        (More information about visual impairment accommodation can be found at the IRIS CENTER: https://iris.peabody.vanderbilt.edu/module/v01-clearview/#content)
  - - - Recording Devices:
        Recordings of lessons and lectures allow students with brain injuries to review and keep up with work with less pressure and more control.
        
        Most smartphones have an audio recording capability. Students may also use discreet devices that can be plugged into a USB port on a computer for easier digital access.
      - Speech Generating Devices:
        These standalone devices or apps on phones or tablets play pre-recorded or digitized phrases, such as a GoTalk (pictured below), allow the student to communicate verbally
      - Writing Assistance:
        Students with traumatic brain injuries may struggle with their fine motor skills. Assistive technologies help to transcribe speech into written text.
        
        Writing Assistance Technology Demonstration
    - - Modify the length of the school day
      - Provide visual prompts
      - Use a distraction-free work area
        
        Stick to a routine
  - - - Devices for Access to Information
        
        Alternative communication devices (communication boards, smart boards, etc.)
        
        Screen reading software
        
        Academic software for students with disabilities
        
        Speech recognition software
        
        Project IDEAL: informing & designing education for all learners. (2013). Orthopedic impairments. Retrieved from http://www.projectidealonline.org/v/orthopedic-impairments/
      - Devices for Mobility & Positioning
        
        Wheelchairs
        
        Canes
        
        Walkers
        
        Crutches
        
        Adapted exercise equipment
        
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    - - Special seating options to help with posture & movement
        
        Instruction to assist with improvement of gross & fine motor skills.
        
        Understanding instructors who are aware of the affects of the condition on the student.
        
        Access to therapists & specialists including Occupational therapists, Physical therapists, Speech Language Pathologists, Adapted Physical Education teachers, Music therapists, Art therapists, Massage therapists, etc.
        
        Project IDEAL: informing & designing education for all learners. (2013). Orthopedic impairments. Retrieved from http://www.projectidealonline.org/v/orthopedic-impairments/
  - - - Bluetooth
        
        Induction loop systems
        
        Infrared systems
        
        FM systems
        
        Personal amplifiers
    - - Sign Language Interpreting
        
        Communication Access Realtime Translation (CART)
        
        C-Print - Transcription Services.
        
        Assistive Listening Devices (ALD
        
        Note taking
        
        Captioning.
        
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  - - - :check:MathTalk
        
        A speech recognition software program that can help students with a range of disabilities. MathTalk
      - :check:GHOTIT
        
        Ghotit is specifically designed for students with dyslexia and other learning disorders who have difficulties with writing. The name is inspired by the word “Ghoti,” which is a constructed term that illustrates irregularities in the English language. And since many spellings are counterintuitive — especially for those with dyslexia — Ghotit dedicates itself to assisting children and adults who struggle with writing accurately. GHOTIT
      - :check: GINGER
        
        Ginger offers several features that can help students with dyslexia and other learning disorders with writing. It is also designed for speakers of languages other than English. Ginger
      - :check:SIP-AND-PUFF SYSTEMS FOR ORIGIN INSTRUMENTS
        
        Origin Instruments offers a range of sip-and-puff products that students can use to control an electronic device. Using a head mounted or gooseneck user interface, or available tubing for a custom solution, the child can control a mouse, joystick or keyboard with ease. Origin
      - :check:DRAFT:BUILDER
        
        Draft:Builder is a writing tool that integrates outlining, note taking and draft writing functions to break down the writing process into three steps. Using a graphical organizer, the program helps the student visualize the project and insert information into the appropriate place without having to conceptualize the whole process. It then automates the process of creating the paper, where the student can drag and drop what is written in each note to the rough Draft:Builder
      - :check:FM SYSTEMS
        
        According to the American Speech-Language-Hearing Association (ASHA), FM systems are the best choice for children with sensorineural hearing loss. The most common type of hearing loss for all ages, sensorineural hearing loss occurs when the inner ear (cochlea) or nerve pathways from the inner ear to the brain are damaged.
      - :check:TEXT-TO-SPEECH ASSISTIVE TOOLS :
        
        As an assistive technology, text-to-speech (TTS) software is designed to help children who have difficulties reading standard print. Common print disabilities can include blindness, dyslexia or any type of visual impairment, learning disability or other physical condition that impedes the ability to read. However, other students can benefit from TTS technology, such as children that have autism, attention deficit hyperactivity disorder (ADHD) or an intellectual disability.
    - - Include in the general education class up to 3 times a week
      - work in a local business two times a week to prepare students for work
      - The government working together with schools to find employment for students with moderate to severe disabilities, and possibly creating special programs for special needs students to function well in the community after graduation.
    - - STRONG FAMILY INVOLVEMENT AND ADVOCACY
        
        STRONG LEADERSHIP
        
        GOOD CONNECTIONS WITH UNIVERSITY AND OTHER CONSULTANTS
        
        ALLOCATION OF FUNDS FOR START-UP COSTS
        
        Italy's Genoa program reported a 90% success rate in incorporating moderately to severe disabled people into work.
        
        It focused on natural support provided by the employers and the family, and was unique in this regard.
        
        Emphasis was placed not just on finding menial work with a menial routine but enjoyable work which results in behaviours deemed positive by the support staff.
        
        The program also made a great deal of financial sense because it lessens the payment burden on the government and taxpayers
        
        These programs have been shown to improve self-esteem, reverse and permanently change negative behaviour patterns, and create pro-social behaviour including the desire to want to socialise with others.
  - - - Auditory
        
        Hearing Aids
        
        Quiet Corner
        
        Ear Plugs/Noise Cancelling Headphones
        
        AAC(Augementative and Alternative Communication) Devices
      - Visual
        
        Computer use. "As concrete, literal, visual thinkers, individuals with autism can process information better when they are looking at pictures or words to help them visualize information. Technology just makes visual images more accessible to the individual with ASD. Computer graphics capture and maintain their attention." https://upbility.net/blogs/news/assistive-technology-a-support-for-children-with-autism-spectrum-disorder
      - Sensory
      - With many asstistive technology tools they can be used for students with Autism to increase or improve http://upbility.net
        
        Expressive communication skills
        
        Social interaction skills
        
        Motivation and attention skills
        
        Organization skills
        
        Academic Skilss
        
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    - - Social Skills Programs
      - Extra Breaks
      - Quiet Corner
      - Daily Outlines
      - Tactile Tools
        Stress balls
        Chair bands
        Clay
        Fidget spinners
      - Up to 95% of autistic children have difficulties
        regulating their sensory system, which is often referred to as sensory processing disorder
        caringfor ourkids.com/important-classroom-accomdations-for-autisic-children/text
    - - Autistic Disorder
        
        Asperger's Syndrome
        
        Pervasive Developmental Disorder (PDD)
        
        Childhood Disintegrative Disorder
        
        https://www.webmd.com/brain/autism/qa/what-other-disorders-are-classified-under-autism-spectrum-disorder-asd
  - - - Common Modifications and Accommodations
      - Presentation
        Response
        Setting
        Timing
        Scheduling
        Organization skills
        Assignment
        Curriculum
    - - Technology for Students with Multiple Disabilities
      - Assessing Sensory Needs of the Learner with Multiple Disabilities