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Assistive Technologies for Intervention (Speech or Language Impairment …

- - - - Seating Arrangement
        
        In front of class, near teacher
      - No distractive noise :forbidden: :loud_sound:
        
        Designated Quiet Area
        
        designated social area
      - Lighting for Visual Aids
        
        clear view of teacher
    - - Teacher faces class
      - Use of Visual Aids
      - Repeats questions/comments made by peers
      - Pre-teach Vocab
      - Collaboration w/ speech pathologist
  - - - Inductive Loop / FM system : :radio:
      - Personal Amplification System
  - - - Allow written response to oral activity
        
        Allow extra time for assignments
        
        Alternative assessments
      - Personal Interpreters (ASL users)
        
        Personal Note Takers :pencil2:
- - - - Ensures ASD children have the greatest opportunity to interact with children without disabilities. Also known as inclusion
    - - Transitions cause can be difficult. It is helpful to provide outlines and/or regular structure
        
        For Students you know are on the spectrum front-load any changes to the routine
    - - When possible provide audio/visual components to lessons. Subtitles to video presentations are also very helpful
      - Tactile : tools
        
        Flash Cards
        
        Board Games
        
        Craft Projects
    - - Children on the spectrum often have difficulty regulating their sensory system
        
        Weighted blankets
        
        Compression Clothing
        
        Fidgets(make sure they are not distracting to others)
        
        ASD children are often prone to repetitive behaviors and are soothed by motion, Swings are another example of a soothing activity if student is escalated
  - - - Converts text to audio
        
        For those with poor reading skills
    - - Speaker worn transmitter
        
        For deficits in attention and auditory difficulties
    - - Voice generating device designed to give effective means of communication
        
        For individuals whose natural speech is not functional
    - - Noise cancelling
        
        Filters extraneous noises for those with deficits in attention and listening
- - - - References
- - - - Extended time for tests
      - Offering course materials in a variety of formats (braille, audio, etc.)
      - Provide a solitary space for the student to complete tests
      - Offer different options for class activities (small group discussions & learning or solo learning)
      - Altering test format to be more accessible to the student
    - - Using a classroom aid to help guide the student in interactive activities
      - Text to Speech software
      - Speech to text software for transcribing
      - Provide tactile learning tools for subjects like math and science
      - Braille signs and school materials
        
        Braille readers usually read at a slower pace
      - Use recording devices to capture teacher instruction
  - - - Extended time allotted to testing
      - Reducing visual clutter in the classroom and on handouts and tests
      - Use a variety of assessment and activity types
        
        More audio based (such as group circle discussions or oral presentations) may be more beneficial to the student's learning and allows them to showcase their knowledge easily
      - Provide a solitary space for the student to complete tests
    - - Special reading glasses or coloured overlays (ocular devices) that increase contrast or keep words from jumping around on the page
      - Text to speech software
      - Audio books and electronic text resources
      - Provide tactile learning tools
      - Utilize video and image resources if the student has trouble with text
      - Use a spelling corrector software for coursework and tests
      - Magnifiers for reading or looking at images
  - - - Utilize task lighting to ensure well lit activity areas
- - - - IDEA emotional disturbance category.
        
        Cannot be explained by intellectual, sensory or health factors.
        
        Inability to build or maintain satisfactory interpersonal relationships with peers and teachers.
        
        Innapropriate types of behaviour or feelings under normal circumstances.
        
        Provide educational support services to fit students unique needs.
        
        Pervasive mood of unhappiness or depression.
        
        Tendency to develop physical symptoms or fears associated with personal or school problems (not socially maladjusted)
      - Long term
        
        Create an IEP
        
        Special Education IEP meeting
        
        Teachers/staff
        
        Accept parent recommendations
        
        Arrange for a member of the district central office to be present
        
        Collaborate with parents to find the right solution
        
        Provide the correct educational support services
        
        Conduct student evaluations.
        
        IQ test.
        
        Tests for social and emotional disturbance.
        
        Collaborate with school psychologist
        
        Introduce F.A.C.E.S. curriculum, http://www.wrightpsych.com/popular-topics/functional-adaptive
        
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        Design a standard based life skills curriculum https://www.ocali.org/up_doc/Standards-Based-Life-Skills-Curriculum.pdf
        
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        Create a program for functional and adaptive skills
        
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        Record and evaluate objectives of abbreviated educational plan if student has discipline or anger management issues.
        
        Parents
        
        Provide recommendations
        
        Provide any psychologist/therapist reports
        
        Work with faculty staff to find the right solution
        
        Agree with eligibility category.
        
        Give consent (if in agreement) for teaching staff to implement an IEP. and conduct student evaluations.
      - Short term
        
        Create an abbreviated education plan with achievable objectives https://skylinecollege.edu/counseling/studenteducationalplan.php
- - - - Bipolar Affective Disorder (BAD)
      - Borderline Personality Disorder (BPD)
      - Anxiety
      - Chronic depression
      - Schizophrenia
    - - Difficulties maintaining concentration and stamina
        
        Difficulty filtering out and ignoring environmental stimuli
        
        Noise
        
        Odours
        
        Sights
      - Difficulties managing multiple tasks and deadlines
      - Severe test anxiety
      - Difficulty interpreting and responding to negative feedback
        
        Inability to separate person from task
      - Medication side effects
        
        Blurred vision
        
        Fatigue & drowsiness
        
        Restlessness
        
        Dry mouth & thirst
        
        Slowed response time
      - Fear of authority figures
      - Difficulties or inability to cope with change
    - - Preferential seating
        
        Near door for frequent breaks
        
        Consistent seating chart
      - Allowing beverages
      - Schedule that includes regular breaks
      - Early access to unit materials
      - Frequent conferences with student concerning academic feedback
      - Choice of assessment format/alternative forms of testing
        
        Multiple choice
        
        Essay
        
        Oral Presentation
        
        Portfolio
        
        Video
        
        Test
      - Tests administered in a solitary, quiet environment
      - Extra time for tests & assignments
      - Accommodate assignment due dates and formats in specific circumstances
      - Advance notice of tests and assignments
    - - Availability of class resources in multiple forms
        
        Audio
        
        Digital
        
        Printed
      - Assigned note-taker
      - Use of recording devices
      - Memory aids
  - - - Medical equipment in room. Shorter day. Less physical activity
    - - Epilepsy
        
        All staff and students know warning signs and emergency procedures
      - Asthma
      - Cystic Fibrosis
        
        air purifier
        
        modify physical activity
      - Cancer
      - Diabetes
        
        Have blood check schedule
        
        Have snacks in all classrooms
      - HIV/AIDS
      - *Many Others; some uncommon. Specific needs will vary
      - Chronic fatigue syndrome
- - - - Often requires special equipemnt
      - In severe cases will likely require an aid or special education teacher
    - - Tablets to improve communication
      - Choice boards- students may choose from graphics to help communicate
      - microswitches are commonly uses by students with limited mobility
    - - Improves social development and helps educate peers about disablities
      - Teacher's responsibility includes ensuring all students treat each other with respect
      - Peer tutoring has been proven to be effective
- - - - Student Support Strategies
        
        Organise Time Table
        
        Make sure to organise and block out a period every other day in this students schedule, to account for extra time working with the supplied material
        
        During this time table, it would be effective to have office hours for the students individual teachers, or at least a few of them, so student could seek additional help if needed.
        
        Notify Staff and Parents
        
        Rest assure that a plan will be set in place for this student, but provide them with a warning that certain measures will be taken to put into effect.
        
        Assign SAP program Coordinator
        
        This person will help guide and assist this student with their schedule and organise their work accordingly to help the student progress and not fall behind.
        
        Promote Inclusion
        
        Insist upon acclimating this student into the daily curriculum and avoid separating this individual in class activities
        
        Allot for Additional Resources
        
        Calculator in Math & Science Class
        
        Computer for typing purposes during writing exams
        
        Extended Time limit for completion of projects
        
        An SAP rep present, when necessary
        
        A tape recorder that repeats information, and reads aloud to the student
- - - - Small voice recorders on keychains or message recorders can be pre-recorded with reminder messages
      - Handheld microcomputers, use touch screen capability and allow an individual to easily input, save, and retrieve notes
      - Speech Generating Devices
      - Writing Assistance
        
        Dragon NaturallySpeaking allows users email, post on social media, dictate homework, and more.
        
        Co:Writer is a word prediction program that help users expand their vocabulary and express their thoughts
- - - - visual supports may provide aids to maintain attention, understand spoken language, sequence events, organize environments, or increase independent task performance
    - - Graphic organizers can be effective inGraphic Organizers helping students organize their thoughts during the writing process
    - - is designed to help children who have difficulties reading standard print
    - - These systems allow for control of a computer, mobile device or some other technological application by the child moving the device with his or her mouth
  - - - For example, when teaching the force of gravity, students can be asked to jump up and subsequently down or drop a pen. This concrete experience of gravity is easier to understand than abstract explanations.
  - - - • Delays in reaching or failure to achieve milestones in motor skills development (sitting, crawling, walking)
      - • Slowness learning to talk or continued difficulties with speech and language skills after starting to talk
      - • Difficulty with self-help and self-care skills (e.g., getting dressed, washing, and feeding themselves)
      - • Poor planning or problem solving abilities
      - • Behavioral and social problems[11]
      - • Failure to grow intellectually or continued infant-like behavior
      - • Problems keeping up in school
      - • Failure to adapt or adjust to new situations
      - • Difficulty understanding and following social rules[9]
- - - - Premature Birth
      - Low Birth Weight
      - Not enough oxygen at birth
    - - Lead Poisoning
      - Poor Nutrition
      - Exposure to drugs/alcohol
      - Difficult family situations
      - Trauma
    - - Chronic Illness
      - Injuries/Conditions that affect daily life activities
  - - - Problem Solving
      - Learning to count
      - Learning new words
      - Naming colors
    - - Express/Show Emotions
    - - Making sounds
      - Use words correctly
      - Understanding what is said