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Accommodations and Assistive Technology for Individuals with Disabilities…

- - - - How to Support: create a positive encouraging atmosphere which fosters self-esteem.
        communicate ideas in the most simple and clear way.
        Makes rules and expectations predictable and easy to understand.
    - - Receptive
        
        low- to mid- tech
        
        Notepad-excellent way to record information. Students may appreciate having the information colour-coded based on the purpose, topic, or function of the information.
        
        Mid-to high- tech
        
        Audio recorders-these can store hundreds of hours of audio
        
        Talking dictionary-students can use them to verify definitions and spelling. They are small enough to be carried in a pencil case and are relatively cheap.
        
        Audiobooks-a simple way to listen to many classic books and modern titles.
      - Speaking
        
        low- to mid- tech
        
        Cue Cards-provide helpful hints for oral presentation, helps organize the information before-hand
        
        Mid- to High tech
        
        Prezi-A free 3D graphic organizer used to create presentation
        
        ShowMe Interactive Whiteboard-allows you to record presentations on an iPad beforehand
      - Reading
        
        low- to mid- tech
        
        Highlighter Strips-these are translucent rectangles of color.
        Can help eliminate extra visual clutter by blocking out the rest of the text
        
        Sticky- notes: students find it useful to summarize the main ideas of the text which can be stuck directly on the page.
        
        Mid- to high- tech
        
        Kurzweil 3000: Text-to-speech software, such as Kurzweil 3000, can read aloud digital or printed text
        
        Speak Selection-located in the accessibility features of Apple devices, speak selection can be used to read aloud electronic text.
      - Writing
        
        low- to mid- tech
        
        Pencil grips: for students who struggle with handwriting, provides surface that is easier to manipulate
        
        Computerized pens: automatically transmit handwriting into digital text. Some even have audio-recording functions that allow the writer to listen to specific sections of the audio file by tapping on the written notes
        
        Pages: this app allows users to compose, edit work and share. It also includes word prediction, speech-to-text, and spell check functions
        
        mid- to high-tech
        
        Pages-this app allows users to compose, edit work and share. It also includes word prediction, speech-to-text, and spell check functions
        
        iWordQ-iWordQ provides reading assistance, word choice and proof reading functions.
        
        Dragon Dictation-this is easy-to-use voice recognition application which allows users to speak and instantly see their text or e-mail messages.Needs internet connection
  - - - Repetition of the same learning concept
      - Combining verbal descriptions with graphics
      - Helping students with time allocation
      - Handwriting Accuracy, fluenty, spelling
    - - Audible
      - PXC 550 Wireless
      - Kurzweil 3000
      - Mathtalk
      - Inspiration
      - Ginger
      - Watch Minder
  - - - Verbal warning when an activity is about to end
        
        Why use visual scheduling? (n.d.). Retrieved May 30, 2019, from https://autiplan.com/why-visual-schedules-autism
        Visual schedules help students transition from one activity to the next. Use text next to pictures to encourage reading
        
        Token board economies. Laminate tokens of their favorite character and velcro them to a board. They earn their tokens and a certain number of tokens gets them a prize. They can also lose token for bad behavior.
        
        Sequence activities for following directions: Task analysis. For example break down the steps to washing hands and show it pictorially above the sink
    - - Picture Exchange Communication System (PECS)
        
        Teacher's Asst to help when student is overwhelmed or needs re-direction
        
        Social Stories - home printed and laminated stories that discuss with issues the child will be dealing with and give social cues, the others point of view and the appropriate response. This helps to prep a child for an upcoming event. It works!
        
        low-tech dry erase boards
        
        Practice that it's okay not to know something. 'Do you know what this is? I don't know. It's okay not to know. Here's how we can find the answer.'
        
        First......
        Then
        'First you do X then you will get Y'
        
        8 The Plate - It's Just a Better Plate for Kids! (n.d.). Retrieved May 30, 2019, from https://www.kickstarter.com/projects/1803991536/8-the-plate-for-picky-eaters
      - Tablets or iPads with speech programs on them such as NOVA chat
      - Traffic light zones: "Callum, you are now in the yellow, stay in the green Callum.
  - - - Behavior intervention plans
        
        Accommodations
        
        In contact with parents to decide appropriate accommodations for the student and make sure we are all using the same strategies at home and school
        
        Notes:
        
        Being fair and consistent is very important in a class
        
        Teachers may have to immediately set limits and boundaries to the student and let him/her know the rewards and consequences.
        
        Do not get in power struggle or argument with the student because this will shut the student down and cause a serious situation to occur.
        
        Establish a quiet timeout area
        
        Provide more choices (working in a small group or working independently)
        
        Engaging learning activities will help the students attentive in class
      - assistive technology
        
        Any item, piece of equipment, software or product system that is used to increase, maintain, or improve the functional capabilities of individuals with disabilities.
        
        https://www.educreations.com
        
        engage students with video
        
        http://www.livebinders.com
        
        A timer
        
        Establish class routines and schedules
        
        clear visual expectations and reward systems
- - - - Tips for Teachers and Parents
        
        Voice and articulation training is often recommended to help students learn to form the sounds which they cannot hear
        
        It’s important that parents and teachers don’t underestimate a child’s intelligence based on a hearing impairment
        
        Designating a note taker can allow a student with a hearing impairment to concentrate fully on listening to a lecture
      - Educational Challenges
        
        presenting oral reports
        
        watching educational videos
        
        the subjects of grammar, spelling and vocabulary
        
        participating in classroom discussions
        
        taking notes while listening to lectures
      - What Is Hearing Impairment?（The official definition of a hearing impairment by the Individuals with Disabilities Education Act (IDEA) is “an impairment in hearing, whether permanent or fluctuating, that adversely affects a child’s educational performance but is not included under the definition of ‘deafness.'”）
        
        Auditory processing disorders (APD)
        
        Central hearing loss
        
        Mixed hearing loss
        
        Sensorineural (pronounced: sen-so-ree-nyour-ul) hearing loss
        
        Conductive hearing loss
    - - Mild (correctable vision, short/long sighted)
        
        Assistive Technologies
        
        Large print textbooks
        
        Worksheets printed on different coloured paper
        
        Magnifiers to aid reading
        
        Behavioural Accommodations
        
        Change classroom seating plans to allow the student to read the board more easily
        
        Extra time for homework and assignments
        
        Scribe or notetaker
        
        Keep classroom and corridors free from obstacles
        
        Extra lighting
        
        More pictures on worksheets
      - Severe, (uncorrectable problems or blindness)
        
        Assistive Technologies
        
        Audio Textbooks
        
        Braille Textbooks
        
        Voice activated computers
        
        Behavioural Accommodations
        
        Scribe for exams and other assignments
        
        Permission to take time off for medical visits
        
        Permission for guide dog in school
        
        Keep classroom free of obstacles
      - These are problems which effect the sight of students and can range from mild short sightedness to complete blindness. Most common cause is uncorrected refractive errors, (long/short sighted), but it can also be caused by brain damage.
    - - DIABETES (10 % of students)
        
        Diabetes has been shown to impair intelligence, memory, attention and understanding in children and adolescents, as well as verbal (and therefore overall) intelligence quotient.
        
        Any accommodations necessary - homework, tests, missed assignments.
      - ASTHMA (10% of students)
        
        Asthma is a leading cause of absenteeism in school students, which in severe cases can cause them to fall behind in their work. Asthma symptoms commonly occur overnight, which can mean a lack of sleep for the student, leading to a. reduced ability to concentrate in class.
        
        Any accommodations necessary - homework, tests, missed assignments.
      - EPILEPSY (.6% of students)
        
        For some people, epilepsy and seizures can affect their memory and ability to take in, store and retrieve information. This can happen during and after a seizure. It may be an ongoing issue or it may only happen following seizures. If your memory is affected, memory aids and techniques may help. Also mobile phones can be a useful reminder. You may be able to have someone to take lecture notes for you or you could use a laptop. You may be able to get a disabled student's allowance to help with the cost.
        Seizures can affect your concentration both during and after a seizure. If they happen during classes or lectures, it can be hard to concentrate on what is being said or to take notes.
        
        Any accommodations necessary - homework, tests, missed assignments.
    - - The category facts：
        Moderate intellectual disability:(About 10 percent of those with intellectual disabilities fall into the moderate category)
        IQ 35 to 49
        Noticeable developmental delays (i.e. speech, motor skills)
        May have physical signs of impairment (i.e. thick tongue)
        Can communicate in basic, simple ways
        Able to learn basic health and safety skills
        Can complete self-care activities
        Can travel alone to nearby, familiar places
        Severe intellectual disability:(About 3 or 4 percent of those with intellectual disability fall into the severe category)
        IQ 20 to 34
        Considerable delays in development
        Understands speech, but little ability to communicate
        Able to learn daily routines
        May learn very simple self-care
        Needs direct supervision in social situations
      - Assistive technology
        Low-tech:
        real materials or actual tools in natural environments: e.g.pencil grips, slant boards, pictures for communication,automatic page turners, book holders
        High-tech:
        Communication:text-to-speech,speech-to-text, or brain-computer interfaces,Audio
        Recording.
        Mobility:Simple to sophisticated computer controlled wheelchairs and mobility aids are available. Technology may be used to aid direction-finding, guiding users to destinations. Computer cueing systems and robots have also been used to guide users with intellectual disabilities.
        Environmental control: assistive technology can help people with severe or multiple disabilities to control electrical appliances, audio/video equipment such as home entertainment systems or to do something as basic as lock and unlock doors.
        Activities of daily living. Technology is assisting people with disabilities to successfully complete everyday tasks of self-care. Examples include: Audio prompting devices may be used to assist a person with memory difficulties to complete a task or to follow a certain sequence of steps from start to finish in such activities as making a bed or taking medication.Video-based instructional materials can help people learn functional life skills such as grocery shopping, writing a check, paying the bills or using the ATM machine
        Education:Technology is used in education to aid communication, support activities of daily living and to enhance learning. Computer-assisted instruction can help in many areas, including word recognition, math, spelling and even social skills. Computers have also been found to promote interaction with non-disabled peers.
        Employment:Technology, such as video-assisted training, is being used for job training.Prompting systems using audio cassette recorders and computer-based prompting devices have been used to help workers stay on task. Computerized prompting systems can help people manage their time in scheduling job activities.
        Sports and recreation:Toys can be adapted with switches and other technologies to facilitate play for children. Computer or video games provide age-appropriate social opportunities and help children learn cognitive and eye-hand coordination skills. Specially designed Internet-access software can help people with intellectual disabilities access the World Wide Web. Exercise and physical fitness can be supported by video-based technology.
        Cognitive aids, including computer or electrical assistive devices, to help people with memory, attention, or other challenges in their thinking skills
      - Others Accommodations:
        Physical modifications in the built environment, including ramps, grab bars, and wider doorways to enable access to buildings, businesses, and workplaces.
        Devices and features of devices to help perform tasks such as cooking, dressing, and grooming; specialized handles and grips, devices that extend reach, and lights on telephones and doorbells.
        Other example:note takers,extra time, lighter course loads, quiet places for exams, or copies of visual aids
    - - Activities of Daily Living (everyday tasks)
      - Social and Emotional Skills (control and express emotions)
      - Other ways to help students struggling with developmental delay
        in the classroom
        
        Engage in frequent discussion, parents & teachers read aloud and ask child for comments and opinions about the book
        
        Using alternative strategies like drawing or writing short phrases to build child’s confidence in writing ability
        
        Using manipulatives (educational aids that supplement and reinforce specific skills)
      - Speech and Language Skills
      - Fine & Gross Motor Skills
      - Early intervention services
        
        Assistive Technology
        
        FM Systems
        
        Test-to-Speech Software
        
        Audio books
        
        Audiology or hearing services
        
        Speech and language services
        
        Counseling and training for family
        
        Medical services
        
        Nursing services
        
        Nutrition services
        
        Occupational therapy
        
        Physical Therapy
        
        Psychological services
      - A developmental delay means more than being “a little behind”, it is a substantial lag.
        
        Children can have one or more in the 5 areas of development
        
        There is no one specific cause developmental delays
        
        Developmental Delays can be an early sign of a learning or attention issue
        
        Early detection and intervention is key
        (https://www.understood.org/en/learning-attention-issues/treatments-approaches/early-intervention/what-you-need-to-know-about-developmental-delays)
      - Check developmental milestones depending on the child’s age (https://www.cdc.gov/ncbddd/actearly/milestones/index.html)
    - - Demonstrate new tasks and provide examples
      - State instructions clearly
      - Paraphrase info to help with recall
      - Review and summarize often
      - Repeat all key points
      - Provide ample time for task completion
      - Encourage the use of schedules, checklists and note books
      - Break assignments into smaller parts
      - Be prepared for reduced stamina and increased fatigue
      - Allow students to record lectures
      - Assist student in obtaining note taker
      - Have student sit in the front of class
    - - Definition
        
        A severe orthopedic impairment that adversely affects a child's educational performance. The term includes impairments caused by a congenital anomaly, impairments caused by disease, impairments from other causes (cerebral Palsy, amputations, and fractures or burn that cause contractures)
      - Instructional Strategies
        
        Nonverbal reading approach: designed to teach internal speech
        Highly positive learning environment
        High expectations
        Responsive to student
        Peer teaching/cooperative learning
        Reliable means of response
        Promote participation
        TouchMath
        Oregon Trail: interactive game
      - Disability-Specific learning
        
        Assistive Technology
        
        Augmentative communication
        
        Mobility skills
        
        Vocational skills
        
        Self-advocacy
        
        Social skills
        
        Leisure skills
      - Learning Accommodations
        
        More time to complete tasks
        Environmental arrangements: schedule rest breaks, preferential setting, materials stabilized/positioned
        Instructional modifications: study outlines, extra repetition, organization, extra set of books
        Other modifications: assistance moving, feeding, in bathroom
      - Incidence Rates
        
        It affects 1 in every 400 births.
        It is estimated that 500,000 people in the United States currently have cerebral palsy.
        It is the most common orthopedic impairment among students in public schools.
      - Characteristics
        
        Speech difficulties
        
        Difficulty with fine motor tasks.
        
        Weak or tight muscles
        
        Poor coordination
        
        Involuntary movements
        
        Abnormal reflexes
        
        Some students have associated speech impairments or multiple disabilities
        
        Social interactions often are limited
      - Provisions
        
        The Individuals with Disabilities Education Improvement Act (IDEA) was reauthorized in 1997 and 2004 and includes provisions for children with orthopedic impairments
        
        Students with orthopedic impairments also may be eligible for accommodations for general classroom inclusion under Section 504 of the Vocational Rehabilitation Act, passed in 1973.
        
        The Americans with Disabilities Act (ADA), which was passed in 1990, includes provisions concerning discrimination against individuals with disabilities and requirements that school facilities are accessible to all.
- - - - Facilitators of Assistive Technology
        
        Self-Advocacy
        
        Teamwork
        
        Opportunities to Experience Assistive Technology
      - Barriers to Assistive Technology
        
        Interactions with Interpreters
        
        Triad Coordination
        
        Assistive Technology Inexperience/Lack of Opportunity