Please enable JavaScript.

Coggle requires JavaScript to display documents.

14 Disabilities under IDEA (Low Incidence (Multiple Disabilities…

- - - - CLASSIFICATIONS
        
        (i) Partially Sighted
        An impairment which affects educational performance even after correction is attempted.
        (Gabbert, 2010)
        
        (ii) Low Vision
        Vision between 20/70 - 20/160 that cannot be corrected
        (Gabbert, 2010)
        
        (iii) Legally Blind
        20/200 - 20/400 vision is considered a profound impairment close to total blindness.
        (Gabbert, 2010)
        
        (iv) Totally blind The student's light perception is so low they are considered to have total visual impairment.
        (Gabbert, 2010)
      - 5 LEADING CAUSES & THEIR FREQUENCY
        
        1. Cortical Visual Impairment (CVI)
        A neurological disorder which causes unique responses to the appearance of different people, objects and the environment.
        Frequency: 2 ~ 5% of all Americans
        (Thomas, 2016) (Weiss, 2018)
        
        2. Retinopathy of Prematurity (ROP)
        A temporary eye disorder which affects premature babies. ROP affects blood vessels in the retina. Once blood vessels are developed children are no longer considered to have ROP.
        Frequency:19.88% of all Americans
        (Thomas, 2016) (Ludwig et al., 2017)
        
        3. Optic Nerve Hypophasia (ONH) The leading cause of vision impairment in children. Underdevelopment of the optic nerve which occurs during pregnancy. ONH may occur in one eye (unilateral) or in both eyes (bilateral). ONH cannot be cured, but is also not progressive.
        Frequency: 12% of American and European children with vision impairments
        (Thomas, 2016) (Garcia-Filion et al., 2008)
        
        4. Albinism
        Children with albinism have a inherited condition which results in their genes producing an unusually small amount of melanin. Lack of melanin in retina development is the cause of most visual impairment in albinism.
        Frequency: 1 in every 20,000 people in North America + Europe.
        (Thomas, 2016) (World Blind Union, n.d.)
        
        5. Optic Nerve Atrophy (ONA)
        When damage to the optic nerve occurs (the cable running between the eye and the brain), visual is permanently impaired. Vision can either be lost completely - or blurred.
        Frequency: 1 in 35,000 people worldwide.
        (Thomas, 2016) (Genetics Home Reference, 2019)
    - - CLASSROOM STRATEGIES
        
        Encourage student to self-identify to the class from the first day.
        
        Encourage student to offer for classmates / teachers to contact him/her to discuss possible accommodations.
        
        Have course material available at least 6 weeks in advance.
        
        Keep instructions brief and do not paraphrase when repeating.
        
        Provide materials in alternative formats (specified by the student).
        
        Review and summarize periodically.
        
        Allow student to tape lectures.
        
        Assign student to a front-row seats open.
        
        Give verbal descriptions of visual aids and spell out difficult words.
        
        Consider special arrangements for assessments.
        (Ferris State University, n.d.)
      - ASSISTIVE TECHNOLOGIES
        
        Screen reader (verbalizes everything on the screen)
        
        Screen magnification (enlarges screen)
        
        Refreshable Braille display (uses pins to display one line of text at a time in braille)
        
        Braille translation software (translates braille into text)
        
        Portable notetaker (small devices that allow students to take notes which is saved as braille or text)
        (Texas School for the Blind and Visually Impaired, n.d.)
  - - - Classifications and examples
        
        Congenital Anomaly
        
        Clubfoot
        
        Absence of a limb
        
        Impairments caused by disease
        
        Poliomyelitis
        
        Bone tuberculosis
        
        Impairments from other causes
        
        Cerebral palsy
        
        Amputations
        
        Fractures or burns that cause contractures
        
        Paralysis
      - The incidence of orthopaedic impairment in a classroom in 2003-2004 in the US was comparatively low. 1.1% of the 5.6 million students receiving disability allowances were diagnosed with this condition.
      - Classroom Accommodation Strategies
        
        Provision of specialists and therapists to assist students
        
        Adapted Physical Education Teacher/Assistant
        
        Physical Therapists
        
        Speech Therapists
        
        Provision of accessible spaces and routes
        
        Elevators allow those with motor impairments to access different heights
        
        Automatic doors help those who cannot move quickly or those in wheelchairs significantly
        
        Awareness of medical conditions and their impact on individual students, extra allowances to be given to assist with these impacts.
        
        Ensuring availability of adaptive technologies.
      - Adaptive Technologies
        
        Mobility Aids (both for getting around and for positioning for work)
        
        Wheelchairs (manual or electric)
        
        An example of extreme orthopaedic impairment and the technology that can be used to compensate for it. (n.d.) Retrieved from https://www.howitworksdaily.com/how-stephen-hawkings-wheelchair-works/
        
        Walkers
        
        Canes
        
        Crutches
        
        Specialised Chairs and Desks
        
        Adaptive Inputs
        
        Speech Recognition Software
        This software allows written speech to be converted into written text. It is especially helpful for people whose disability affects their fine motor skills, so they can't use a keyboard, or those who have limited or no use of their hands. It can also be used to navigate an operating system and web browser, allowing impaired individuals to use most of the basic functions of a computer.
        
        Eye Based Inputs
        Mouse input can be controlled by eye sensors that can interpret eye movements into mouse pointer movement. Similar to the Speech Recognition Software, this can allow people who cannot use traditional computer inputs to access the digital world.
        
        Adaptive Outputs
        
        Screen Reading Software
        This allows individuals with communicative impairments to listen to what is happening on their computer or have their computer talk for them. These are most common in visual/auditory impairments, but some orthopaedic impairments can require them.
        
        Augmented Reality and Virtual Reality
        
        These technologies can allow those with severe mobility impairments 'visit' places that would otherwise be completely inaccessible to them, such as landmarks built without disability access in mind and sights in naturally inaccessible areas
        
        https://www.youtube.com/watch?v=1voV-DLw22s
        A VR Rollercoaster. (2017, 21 September) Retrieved from https://www.youtube. com/watch?v=1voV-DLw22s
  - - - Accommodations
        
        What teachers can do to accommodate CP students and help them be successful.
        Make use of the aide. The aide likely has a good understanding of the student’s strengths and weaknesses, likes and dislikes as well as effective and ineffective ways of working with her.
        Work closely with specialists. If the student is receiving physical or occupational therapy or speech-language therapy, these specialists can give you ideas how to reinforce motor and speech development within the classroom. In addition, these specialists can advise you how to work the various aids and equipment that the child may use.
        Promote peer involvement. Find activities where the student can interact with her classmates successfully. Place her in activities with peers who are likely to be accepting. As a way of promoting acceptance, suggest to the child that she demonstrate to the class some of the aids that she uses.
        Be patient in waiting for a response. Students with cerebral palsy who have speech, motor, or cognitive deficiencies may be very slow in responding to a question or completing a task. In addition to displaying patience yourself, encourage your students to show similar patience when interacting with the student.
        Allow the student to participate in decisions. The student may feel a lack of personal control due to her speech and motor impairments so try to find opportunities to give her a sense of control in other ways. When making decisions which involve her, solicit her opinion and allow her to participate in the decision-making. Of course, you have to use some discretion here in deciding on the extent of the child’s involvement.
        Prepare a fire drill plan for the student. This is especially important if the student is in a wheelchair and uses the second floor.
        Give the student a second set of texts. It may be difficult for a student with a physical disability to bring books home. Make it easy on her by giving her a set of books that she can keep at home.
        (Accommodating a Student with Cerebral Palsy,” n.d.)
        
        When it comes to school participation, children with CP perform the activities in all aspects, but they require, however, constant supervision.
        Students with CP required help with physical and cognitive-behavioral tasks; and that they had important difficulties in performing physical tasks in relation to cognitive-behavioral tasks. Therefore, there is a tendency for students to receive more assistance from teachers rather than adaptations and changes in objects, in tasks or on the demands of activities.
        Saraiva and Melo13 add that state public schools have certain shortage in suitable furniture for children with CP. This fact, combined with others, makes it rather difficult to the student with CP to remain in regular school.
        It appears necessary that health professionals, such as physical therapists and occupational therapists, are present in the school environment in order to bind a partnership with teachers, through guidance and contributions in whatever is necessary for school inclusion and for the performing of adaptations in the environment
        Through the study's results, it was found that children perform their activities in all aspects of their school participation, but they require, however, constant supervision, moderate assistance and some minimal adaptation.
        (Rézio, Formiga, Rézio, & Formiga, 2014; ShawTVLethbridge, n.d.)
      - Assistive Technologies
        
        The findings point to the need for classroom teachers to be more involved in the early stages of the assistive 151 technology process, and be skilled and supported in how to implement and set academic goals for the student whilst using the assistive technology in classroom activities.
        family-centred care as an evidence-based service delivery model in assistive technology for students with cerebral palsy.
        ensuring adequate training and having a dedicated teaching assistant are perceived very positively by the parents, the school staff and allied health professionals.
        (Differentiated Learning Experiences, n.d.)
        
        Assistive Technology for Learning, or ATL are devices that could help students reach their learning goals. Some lower technology options might include alternative writing tools, or highlighters to support memory. Students with CP might have a hard time writing due to muscle tension, and so alternative writing tools could be very beneficial for students in getting their ideas out on script.
        Some "mid-tech" options could include voice recorders, spell checkers and special word processors.
        ome higher end technological options include voice-to-text devices or specialized software.
        (Differentiated Learning Experiences, n.d.)
        
        Writing aids come in the form of:
        • Pencil or pen grips — available in various shapes and colors to help children comfortably hold onto their writing utensil while activating the proper hand muscles for better handwriting
        • Weighted pen or pencil — the weight can be transferred to any writing utensil and is used to provide children with extra leverage and guidance as they learn the mechanics behind writing
        • Slanted writing board — provides a flat, customizable surface for children with disabilities to write on. The angle of the board will help keep muscles relaxed and properly aligned as they improve fine motor skills needed to write
        Assistive devices to help with everyday activities include:
        • Adaptive dressing aids
        • Long handle bath sponges and brushes
        • Adaptive bath benches
        • Raised or lowered toilet seats
        • Safety grab bars in rooms
        • Weighted silverware, cups, bowls and plates
        • Adapted scissors
        • Reaching aids
        • Manual house key turners
        • Non-slip mats
        • Pull-out tables next to bed, couch, chairs
        • Bed positioning aids and pillows
        (Assistive Devices - Aids For Cerebral Palsy,” n.d.)
        
        https://www.youtube.com/watch?v=dNjfrnjwrx8 (Meet Fraser - and the technology that’s been key to opening up his world - YouTube, n.d.)
        
        Devices
         ELECTRONIC COMMUNICATION BOARDS
         EYE TRACKING DEVICES
         ASSISTIVE HEARING DEVICES
         COCHLEAR IMPLANTS
         ADAPTIVE WRITING AND TYPING AIDS
        Bath –
        • Custom toilet seats
        • Safety bars
        • Bathing benches
        Kitchen –
        • Weighted eating utensils
        • Non-slip plates and bowls
        Bedroom –
        • Safety mats
        • Pull-out tables
        • Positioning devices
        • Dressing aids
        Classroom –
        • Adaptive scissors
        • Writing and typing aids
        • Specialized art supplies
        • Adaptive sports equipment
        (Assistive Devices for Children with CP,” n.d.)
        
        • Speech-generating devices. A more advanced version of an electronic communication board actually generates speech for the child. He or she types or taps words or sentences and the device translates it into speech that others can understand clearly. (FIND THE VIDEO WITH THIS EMBEDDED)
        (Assistive Technology and Adaptive Equipment for Children with Cerebral Palsy,” n.d.)
        
        https://www.youtube.com/watch?v=Bhj5vs9P5cw
        
        (pacercenter, n.d.)
        
        https://www.youtube.com/watch?v=iUa29HAPk4I
        (ShawTVLethbridge. n.d.)
        
        • VISION: The characteristics, causes and extent of vision impairment will suggest the most suitable support. Some text-to-speech software may be useful, as are adaptions to the presentation of information on screen eg magnification devices. In some cases, students may require Braille devices. Itinerant Support Teachers Vision (ISTVs) may be accessed for specifics regarding individual student needs.
        • HEARING: Accommodations may include one or more of the following:
        • Interpreters
        • Preferential seating in the classroom
        • Visual cues from staff and peers
        • Hearing aids
        • FM systems
        • Speech recognition technologies
        • PHYSICAL: scanning software, touch screens, and foot mouse technologies may be worth investigating
        • COMMUNICATION: augmentative and alternative communication technologies are a specialised area. Rely on advice as to what the student requires and what has been tried successfully in the past.
        • LEARNING: A great deal of computer software has become available. This is a vast area with a variety of manifestations and requirements. Outside professionals may assist in selecting appropriate tools and levels of operation.
        (Assistive technologies - Teaching for Inclusion,” n.d.)
      - Inclusion
        
        Social and Emotional Development
        • Encourage and plan for positive social experiences (small group experiences etc.).
        • Allow the child ample time to complete tasks independently.
        • Encourage children to ask questions and allow time for responses.
        • Promote the opportunity for children to explore play materials.
        • Provide musical experiences that allow for emotional expression.
        • Internet chat rooms that are appropriate for children may be a social alternative.
        Physical Development
        • Provide an area with clear, uncluttered spaces. • Be aware of the child’s medical physical needs.
        • Ensure the environment is safe and secure promoting easy access.
        • Provide appropriate materials and equipment to support the child e.g. support chairs at the appropriate height and adjustable tables.
        • Provide toys that are easy to grasp and manipulate including puzzles with large knobs or floor puzzles with large pieces - manipulation aids can be added for children who are unable to isolate finger movements or control wrist movements.
        • Provide tactile or sensory experiences that the child can cope with and present these at a level appropriate to the child’s development e.g. tactile balls such as urchin or koosh balls.
        • Use musical instruments to stimulate sensory development.
        • Plan smaller, manageable experiences for the child that may be an activity or game divided into smaller achievable tasks.
        • Be aware of the child’s abilities when providing obstacle courses etc. for the whole group and provide opportunities for children to explore movement in different ways.
        • Watch for signs of fatigue and avoid children becoming over tired.
        • Plan quiet and busy activities indoors and outdoors to include children’s varying capacities for attending to different experiences.
        • Meal time assistance may be required (with the advice of an occupation therapist)
        • Stabilising toys for children can enhance function as children with cerebral palsy may experience difficulties with two handed tasks. Toys can be stabilized by clamping their bases to tables, using masking tape to secure them to the surface, using a non slip mat such as Dycem or securing with suction caps or velcro.
        • Grasping aids can be used to make objects more manageable. Velcro can be placed around the child’s hand and the object to create a bond between the hand and the object. Wrap foam or tape around items to make them easier to hold.
        • Boundaries can be created by restricting the movement of toys e.g. using a track with edges for push and pull toys etc.
        •Switches can be adapted to battery operated toys for children who have extremely limited hand function.
        Language and Communication Development
        • Encourage staff and children to become familiar with and utilise the child’s communication system.
        • Provide alternative forms of communication such as picture boards and use photos of resources available in the program.
        • Single message devices can be used to allow the child to communicate during specific routines or play experiences. Single message devices store a verbal message and can be played by pushing the button.
        (Inclusive Works, n.d)
        
        Children with cerebral palsy need to be actively included. A teacher may not think about inclusion on a daily basis, but for a child who is at risk for exclusion, it needs to become an active part of the day. Teachers need to be aware of the issue and take active steps to help include those who are likely to be excluded. They can try:
        • calling on a child during discussion
        • assigning a child a leadership position
        • starting small and structured group activities and requiring all to participate
        • instituting a mix-it-up day in the cafeteria, requiring every student to sit with someone they have never sat with before during the lunch period
        (“How to Make Your Classroom Inclusive for Students with Cerebral Palsy | Inclusion Lab,” n.d.)
        
        https://www.youtube.com/watch?v=vVmulB6RPEc
        PE for autistic, CP, and other disabilities
        (Adapted Physical Activity, n.d.)
  - - - Complications at Birth: Premature; low birth weight; lack of oxygen at birth.
      - Medial Conditions: Chronic ear infections; vision problems; illnesses, conditions, or injuries that have a significant and long-term effect on a child’s day-to-day activities.
      - Environmental: Lead poisoning; poor nutrition; exposure to alcohol or drugs before birth; difficult family situations; trauma.
      - https://www.youtube.com/watch?v=qvaPoGeh4eE
        
        Accommodations & Modifications
        
        Setting & Environment
        
        -use special lighting or acoustics
        
        -work or take a test in a different setting,
        in a quiet room or during a quiet time for the student.
        
        -preference of seat (closer to the front or next to the teacher)
        
        -give assessments in small settings.
        
        Organization Skills
        
        -Notate texts with a highlighter or or tabs.
        
        -Receive study skills instruction
        
        -Use an alarm to help with time management
        
        -Have help coordinating assignments in a book or planner
        
        Time Accommodations
        
        -Take frequent breaks after completing tasks
        
        -Have extra time to process oral information and directions
        
        -Give extra time to complete a task or test
        
        Assignment Modifications
        
        -Shorter papers
        
        -Alternate assessments
        
        -modified test questions
        
        -modified homework
        
        Response Accommodations
        
        -Calculator use for “fast math”
        
        -Word processor to type notes or give responses in class
        
        -Use a spelling dictionary or electronic spell-checker
        
        -Capture responses on an audio recorder
        
        -Give responses in a form (written or oral) that’s easier
        
        -Dictate answers to a scribe
        
        Scheduling accommodations
        
        Scheduling accommodations
        
        -Timed assessments during a specific time of day
        
        -Timed assessments in several sessions or over several days
        
        -More given time for timed assessments or projects
        
        -Trying a different order for timed assessment sections
        
        Curriculum modifications
        
        -More given time on learning curriculum
        
        -Grading standards changed compared to peers
        
        -Assessment modification
        
        Presentation accommodations
        
        -Oral instructions
        
        -Designated reader
        
        -Listed, step-by-step instructions
        
        -Simplified task sheet, larger print
        
        -Audio recordings instead of reading text
        
        -Given lesson plan, step-by-step
        
        -Study Buddies
        
        -Record a lesson
        
        -Learn from audiobooks, movies, videos and digital media instead of reading print versions
        
        -Use visual presentations- coggle, piktochart, etc..
    - - Speech & language skills
      - Fine & gross motor skills
      - Social & emotional skills
      - Activities of daily living
      - Cognitive (thinking) skills
    - - According to parent reports, close to 4% of kids between 2 and 11 are diagnosed with a developmental delay.
      - Boys are more likely than girls to have (or be at risk for) a developmental delay. This is true even though health-care providers screen boys and girls equally.
    - - Morin, A. (n.d.). What You Need to Know About Developmental Delays. Retrieved from https://www.understood.org/en/learning-attention-issues/treatments-approaches/early-intervention/what-you-need-to-know-about-developmental-delaysMorin, A. (n.d.). Developmental Delays by the Numbers. Retrieved from https://www.understood.org/en/learning-attention-issues/treatments-approaches/early-intervention/developmental-delays-by-the-numbersStanberry, K. (n.d.). Finding Out If Your Child Is Eligible for Special Education. Retrieved from https://www.understood.org/en/school-learning/special-services/special-education-basics/finding-out-if-your-child-is-eligible-for-special-education
  - - - Intellectual disability involves problems with general mental abilities that affect functioning in two areas:
        
        Intellectual functioning (such as learning, problem solving, judgement)
        
        Adaptive functioning (activities of daily life such as communication and independent living)
        
        Intellectual disability affects about 1% of the population, and of those about 85% have mild intellectual disability. Males are more likely than females to be diagnosed with intellectual disability. (Parekh, 2017)
    - - Assistive Technologies
        
        Text to Speech
        
        Text-to-speech - Text-to-speech software, such as Kurzweil 3000, can read aloud digital or printed text. This is beneficial as students are more likely to understand text when unfamiliar words are read to them (MacArthur, Ferreti, Okolo, & Cavalier, 2001). Text-to-speech can have a positive effect on decoding and word recognition (Raskind & Higgins, 1999), as well as reading fluency and reading comprehension (Izzo, Yurick, & McArrell, 2009; Montali & Lewandowski, 1996; Stodden, Roberts, Takahishi, Park, & Stodden, 2012).
        
        Word Prediction
        
        Word Prediction -Word prediction software was originally designed for students with physical disabilities who experienced difficulty typing. However, word prediction with text-to-speech is also effective for students with learning disabilities because it reduces the need for handwriting, and improves students’ spelling accuracy and writing skills (Cullen, Richards, & Frank, 2008; Evmenova, Graff, Jerome & Behrman, 2010; Handley-More, Dietz, Billingsley & Coggins, 2003; Lewis, Graves, Ashton, & Kieley, 1998; Silió & Barbetta, 2010).
        
        Graphic Organizers
        
        Graphic Organizers – Graphic organizers benefit individuals who experience difficulty expressing their thoughts on paper as well as visual learners who need to see their ideas mapped out. While graphic organizers completed without technology can help students with learning disabilities to improve the quality of writing (Institute for the Advancement of Research in Education, 2003), electronic versions, such as Inspiration, allow students to arrange their thoughts on the computer screen without worrying about order, level of importance or categories because the text can be easily manipulated.
      - Break down learning tasks into small steps. Each learning task is introduced, one step at a time. This avoids overwhelming the student. Once the student has mastered one step, the next step is introduced. This is a progressive, step-wise, learning approach. It is characteristic of many learning models. The only difference is the number and size of the sequential steps.
      - Most people are kinesthetic learners. This means they learn best by performing a task "hands-on." This is in contrast to thinking about performing it in the abstract. A hands-on approach is particularly helpful for students with ID. They learn best when information is concrete and observed.
      - Students with ID do best in learning environments where visual aids are used. This might include charts, pictures, and graphs. These visual tools are also useful for helping students to understand what behaviors are expected of them. For instance, using charts to map students' progress is very effective. Charts can also be used as a means of providing positive reinforcement for appropriate, on-task behavior.
      - Provide direct and immediate feedback. Individuals with ID require immediate feedback. This enables them to make a connection between their behavior and the teacher's response. A delay in providing feedback makes it difficult to form connection between cause and effect. As a result, the learning point may be missed.
    - - Increasing Word Recognition Skills in Students With LD
        
        Sequencing:The teacher: Breaks down the task (e.g., starts by having the child break an unknown word into separate sounds or parts they can sound out) Gradually reduces prompts or cues.Matches the difficulty level to the task and to the student.Sequences short activities (e.g., first spends 10 minutes reviewing new words from a previous lesson, then 5 minutes underlining new words in the passage, and finally 5 minutes practicing blends).Uses step-by-step prompts
        
        Segmentation The teacher: Breaks down the targeted skill (e.g., identifying a speech or letter sound) into smaller units or component parts (e.g., sounding out each speech or letter sound in that word).Segments or synthesizes component parts (e.g., sounds out each phoneme in a word, then blends the sounds together).
        
        Advanced organizers The teacher: Directs children to look over material prior to instruction. Directs children to focus on particular information. Provides students with prior information about tasks. Tells students the objectives of instruction upfront.
      - Improving Reading Comprehension in Students With LD
        
        Directed response/questioning The teacher: Asks questions. Encourages students to ask questions. The teacher and student(s): Engage in dialogue.
        
        Control difficulty of processing demands of task: The teacher: Provides assistance (as needed). Gives a simplified demonstration. Sequences tasks from easy to difficult. Presents easy steps or concepts first and moves on to progressively more difficult steps or concepts (a technique called task analysis). Allows student to control level of difficulty.
        
        Elaboration: The activities: Provide student with additional information or explanation about concepts, steps, or procedures. Use redundant text or repetition within text.
        
        Modeling of steps by the teacher: Teacher demonstrates the processes and/or steps the students are to follow.
        
        Group instruction: Instruction and/or verbal interaction takes place in a small group composed of students and teacher
  - - - Multiple disabilities refers to “concomitant [simultaneous] impairments (such as intellectual disability-blindness, intellectual disability-orthopedic impairment, etc.), the combination of which causes such severe educational needs that they cannot be accommodated in a special education program solely for one of the impairments. The term does not include deaf-blindness.”
        
        Common Traits
        
        Hampered speech and communication
        
        Challenges with mobility
        
        Need for assistance in performing everyday activities
        
        Tendency to forget skills due to disuse
        
        Main Disabilities
        
        Sensory Impairments
        
        Cerebral Palsy
        
        Motor Control Disorders
        
        Epilepsy
        
        Somatic Disorders
        
        Autism
        
        Deaf-Blindness
      - Source Lancaster Schools https://www.youtube.com/watch?v=6FTESY7VApo
    - - Nirbhay N. SinghMark F. O’Reilly J. Doretta O. - Springer Link - “Assistive Technology in Severe and Multiple Disabilities” - 2019 - Retrieved from https://link.springer.com/chapter/10.1007/978-3-319-27297-9_5
        Beccaria J. Teach and Learning - “Assistive/Adaptive Technology for Students with Multiple Disabilities” - Retrieved from https://www.techlearning.com/news/assistiveadaptive-technology-for-students-with-multiple-disabilities
        “Technology for Students with Multiple Disabilities” - 2019 - Retrieved from http://www.pathstoliteracy.org/multiple-disabilities/technology
    - - Sound field system. Source HowToAV
        https://www.youtube.com/watch?v=NftnMphZ3IU
        
        Students with hearing difficulties can hear teachers more clearly.
        
        Sound-field systems are a strong choice for classrooms that need to assist listening for all children in the class. ASHA notes that these systems benefit not only children that have hearing loss, but those that have other auditory and learning problems, such as language delays, central auditory processing disorder, articulation disorders and development delays. Additionally, sound-field systems can be used for students who are learning English as a second language.
      - Alternative Input Devices.
        
        Touch screen input
        
        Students with impaired motor skills can be more productive
        
        Speech to text.
        
        Populations that may benefit from speech recognition technologies for learning include users with:
        Learning disabilities, including dyslexia and dysgraphia
        Repetitive strain injuries, such as carpal tunnel syndrome
        Poor or limited motor skills
        Vision impairments
        Physical disabilities
      - Motor Skills
        
        Sip N Puff System https://www.youtube.com/watch?v=Vv44LJQw63I
        
        Sip-and-puff systems are used by students who have mobility challenges, such as paralysis and fine motor skill disabilities. 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. Similar to a joystick, the child can move the controller in any direction and click on various navigational tools using either a sip or a puff. An on-screen keyboard allows the child to type using the same movements.
    - - Early intervention is crucial
      - Communication between school, home and external agencies that support the child is crucial
      - Inclusion on general classroom environment is important for social and cognitive development.
        
        Age appropriate social skills
        
        Challenging environment makes students more independent
      - Individual Education Plan (IEP) to take into account students current abilities and to set out a series of obtainable goals for the student.
        
        Adaptive life skills
        
        Academic performance
        
        Safety plan
- - - - Sensory symptoms are blurred vision, ringing in the ears, a bad taste in the mouth, changes in the ability to smell and sensitivity to light or sound. (“Traumatic brain injury - Symptoms and causes,” n.d.)
      - Cognitive or mental symptoms are memory or concentration problems, mood changes or mood swings and feeling depressed or anxious. (“Traumatic brain injury - Symptoms and causes,” n.d.)
      - Physical symptoms are loss of consciousness for a few seconds to a few minutes; no loss of consciousness, but a state of being dazed, confused, or disoriented; headache; nausea or vomiting; fatigue or drowsiness; problems with speech; difficulty sleeping; sleeping more than usual; dizziness or loss of balance. (“Traumatic brain injury - Symptoms and causes,” n.d.)
    - - Physical symptoms include loss of conciousness from several minutes to hours; persistent headache or headache that worsens; repeated vomiting or nausea; convulsions or seizures; dilation of one or both pupils of the eyes; clear fluids draining from the nose or ears; inability to awaken from sleep; weakness or numbness in fingers and toes; and loss of coordination. (“Traumatic brain injury - Symptoms and causes,” n.d.)
      - Cognitive or mental symptoms include profound confusion; agitation, combativeness or other unusual behavior; slurred speech; and coma and other disorders of consciousness. (“Traumatic brain injury - Symptoms and causes,” n.d.)
- - - - 1. Congenital deafblindness
        a person is born with a sight and hearing impairment. (Sense, 2019)
        
        Cause
        
        premature birth
        
        Rare genetic conditions
        
        Infections during pregnancy
        
        Birth trauma
      - Acquired deafblindness a person experiences sight and hearing loss later in life. (Sense, 2019)
        
        Cause
        
        Illness
        
        Accident
        
        Result of aging
    - - Computer Adaptations
        (IDEA, 2019)
        
        Braille translation software: converts print into Braille and Braille into print
        (Brauner, D. 2016)
        
        Braille printer: connects to a computer and embosses Braille on paper
        
        Screen reader: converts text on a computer screen to audible speech
        
        Screen enlargement software: increases the size of text and images on a computer screen
        
        Refreshable Braille display: converts text on computer to Braille by an output device connect to the computer
      - Other Devices
        (IDEA, 2019)
        
        Braille notetakers: electronic note-taking device that can be connected to a printer or a Braille embosser to produce a printed copy
        
        Optical character reader: converts printed text into files that can be translated into audible speech or Braille
        
        Electronic braillewriter: produces Braille, translates Braille into text or synthetic speech
      - Assistive Technology in Action
        https://youtu.be/IcUNnnwFm4g
        Assistive Technology in Action - Meet Mason (2012, 7 December) Retrieved from https://assistedtechnology.weebly.com/blind-and-deaf-resources-norma-defilippo.html
    - - Methods of Learning
        
        Exploring objects in a "nondirective" way, allowing control for the deafblind
        
        Picture symbols
        
        Fingerspelling
        
        Braille
        
        Lip-reading speech
        
        Large print
        
        touch in order in partner to be sure that their partner shares their focus of attention.
      - Teacher's Methods
        
        Sign language
        
        Signed English
        
        American Sign Language
        
        Pidgin Signed English
        
        Gestures
        
        Touch cues
- - - - Behavioural interventions
        
        Developmental interventions
        
        Developmental interventions are sometimes called ‘normalised’ interventions. Developmental approaches to autism spectrum disorder (ASD) aim to help children form positive, meaningful relationships with other people. They focus on teaching children social and communication skills in everyday, structured settings. They also aim to help children develop skills for daily living.
        
        Combined interventions
        
        Family-based interventions
        
        Therapy-based interventions
        
        Medical interventions
        
        2 more items...
        
        Therapy-based approaches to autism spectrum disorder (ASD) provide a specific therapy that targets specific difficulties. Examples include using:
        
        speech therapy to develop a child’s communication and social skills
        
        occupational therapy to develop skills for daily life, including physical skills.
        
        Family-based interventions for autism spectrum disorder (ASD) emphasise the idea that family involvement in therapy is central to meeting children’s developmental needs. In particular, parents not only drive the decision-making about interventions, but they also take a key role in delivering them. These interventions are designed to provide guidance, training, information and support to family members. The success of these interventions depends on having strong and collaborative parent-professional relationships.
        
        Often a combined approach is the most effective, because it brings together characteristics of several good interventions. For example, any behavioural intervention will be much more effective if it’s also family-based.
        
        Behaviour-based approaches to autism spectrum disorder (ASD) focus on teaching children new behaviours and skills by using specialised, structured techniques. These techniques are the best teaching tools for developing skills and encouraging appropriate behaviour.
        Behaviour-based approaches are probably the most studied and best supported by evidence and research. Therefore, they’re the most commonly used type of intervention for children with ASD. Interventions using an Applied Behaviour Analysis (ABA) approach are particularly common and well supported.
    - - Link: Assistive Technology Supports for Individuals with ASD
      - Writing
        
        https://youtu.be/ojuwycONC_4
      - Receptive Communication
        
        Visual Schedules - Students can have pictures and times of activities that are occurring throughout the day, that way they know the schedule and any special events that may be occurring that day.
        Calendar - Use of a weekly/monthly calendar at home and at school can provide the student with important information regarding upcoming events and activities.
        Directions - Giving students directions visually can help aid in comprehension of what is expected of him or her when compared to just verbal directions. Directions may be given by using picture cards, pictures on the board, or sign language.
        One Message Generating Devices - "Big Mac" is an example - A one message generating device will have one command on it with a picture taped on the top as well will help students to see and hear when it is time to do or not do something.
        Multiple Message Generating Devices - This is just like the one message generating device, except there can be more than one message recorded onto the machine. There can be multiple step directions or yes/no buttons.
        Videotaping - Many skills and jobs can be videotaped by an adult and shown to a student with ASD in order for them to learn. Students can be very responsive to videotapes and be attentive while watching them.
        Computer Programs - Many different software programs can help students with ASD by giving audiory and visual support in order for students to gain receptive language skills.
      - Academics
        
        Highlighter Tape - Many students show strengths in decoding, but struggle with reading comprehension. Teachers can use highlighter tape to show students important information and answers to reading comprehension questions.
        Number Lines and Manipulatives - Students can use hands-on items to help them process math facts and calculations.
        Interactive Books - Teachers can create interactive books by adding Velcro strips with picture, letter, or word choices to match appropriate spots on the page, by using a one message generating device to help with repeating words throughout a story, or by adding moving parts or texture.
        Voicepod - A digital recording and playback tool to help with sequencing stories, practice spelling words, math facts, history dates, and key concepts from core subject areas.
        Computers - Using the computer can be very engaging and interactive for students with ASD. Students can use software programs and the Internet to help them with their core subject areas.
        Interactive Storybooks - These online or software program books on the computer can make reading even more fun and engaging for students.
        Online Learning - There are many free lessons and courses on the Internet. Students can learn more about their hobbies and interests.
      - Social Interactions
        
        https://youtu.be/CbYuU6yaVgg
        
        Video- can be used to video tape and review social interactions that occur during school. Computers- can be used to review appropriate social behaviors.
      - Expression Communication
        
        https://youtu.be/-xuUWxIY7SM
        
        https://youtu.be/CbYuU6yaVgg
      - Organization
        
        Check Lists - Have student or adult make a check list or to-do list to help the student stay organized with what is completed and still needs to be done.
        Timers - Help students keep track of time and how much time they have left for the activity they are working on. Timers can help make the transition process easier as well.
        Concept Mapping Software - This software can help create diagrams of relationships between concepts, ideas, or other important pieces of information. Cell Phone - Cell phones are often equipped with tools that could help with organization skills, including creating to-do lists, using a calendar, using a stopwatch, or creating an alarm.
        Personal Digital Assistant (PDA's) - This technology is portable and offers many features including electronic scheduling tools, memos, alarms, to-do lists, email, etc
        Watch Minder-A watchminder is a tool that can assist students in time management
      - Behavior
        
        Class Rules/Alternatives - Displaying rules in a visual form helps to allow the student to better understand the expectations.
        Calming Down Board - Create a picture- or word-based board with the steps to take in order to calm down.
        Calming Down Board - Create a picture- or word-based board with the steps to take in order to calm down.
        Watch MinderKidTools - A software tool that students can use to create their own self-management materials. Students can create their own behavior plans and graph their progress.
        Videos - Students can create videos depicting appropriate school behaviors or classroom rules.
        
        Watch Minder web
      - Transitions
        
        https://youtu.be/wbrcoZ4Gf2w
    - - Link:ASD-Teaching challenges and strategies P9-P15
        
        Daily Outlines
        
        Alternate Media
        
        Sensory Tools
        
        Up to 95% of autistic children have difficulties regulating their sensory system, which is often referred to as sensory processing disorder. Therefore, sensory tools, or fidgets, can help relieve the resulting stress and improve focus for autistic children as they attempt to learn in a busy classroom environment. The fidgets allow these kids to self-regulate their emotions and keep themselves on task when distractions compete for their attention. Many kids who are prone to repetitive behavior can keep their typical motions under control with a fidget in hand or under foot. There are many different types of sensory tools suitable for classrooms, including stress balls, pencil toppers, tangle puzzles, clay, wiggle cushions, weighted lap pads, chair bands and foot rollers. Since fidgets are fun, yet low key, they are a nice tool to have available to all of the students to avoid having anyone feeling singled out or left out.
        
        Quiet Corner
        
        Classrooms are full of distractions that students with autism frequently find difficult to drown out. The screech of chairs moving across the floor, other students walking around, intercom announcements, flickering lights and school bells are all bothersome distractions that are near impossible for children with autism to ignore. Even strong smells can overpower the senses and dominate the mind of students sensitive to that type of stimuli. These distractions often become incredibly overwhelming to the sensory system, especially as the day goes on, which can lead to a meltdown.
        To prevent sensory overload, teachers can provide their students with a place to escape the constant barrage of noise and visual stimulus by creating a quiet corner in a low traffic area of the classroom. The corner should have somewhere for the students to comfortably rest and allow their sensory system to calm down. Noise canceling headphones or ear plugs, sleep masks and weighted blankets can all help the student overcome sensory overload and prepare to begin the learning process anew.
        
        Extra Breaks
        
        2 more items...
        
        Kids on the autism spectrum often have difficulties with visual or auditory learning styles. Teachers should provide multiple media options to suit each child’s specific learning style. For visual learners, a combination of literature, videos, pictures and charts relays the lesson information best. Auditory learners, on the other hand, often require an audio tape or recording of the written information for the lesson.
        
        For children exhibiting difficulties with both visual or auditory learning styles, it is possible to provide tactile tools to convey the information provided with each lesson. Tactile tools may include flash cards, board games, pads for notetaking, computer games and craft projects. Although it can be beneficial for the students to try the other types of media from time to time, the best progress will be made with the child’s preferred learning style.
        
        Difficulties with transitions between tasks and activities is common through the full range of the autism spectrum. Therefore, a daily class schedule detailing the broad activity categories for the day is a must. A detailed daily schedule will greatly assist with the transitions related to moving between the classroom, lunchroom, schoolyard and other destinations throughout the day.Students with autism perform best when they know how to break up their time between each tasks required to complete the exercise or project in front of them. Teachers can provide an outline for each assignment to help students transition between the required tasks.
      - Picture source:https://hellomichelleswan.com/infographics/barrierstolearning/
      - Other specific Classroom accomodations
- - - - https://www.youtube.com/watch?v=5qI6C0LcJOc&feature=share
        Instructing Students with EBD
        (TxEdAgency, 2018)
- - - - Accommodations
        
        Specific seating in classroom (Gavin, 2014)
        
        The use of assistive devices is an important accommodation for many SLI children . Augmentative or Alternative Communication(AAC) is the use of symbols, aids, strategies, and techniques to enhance the communication process. This includes sign language and various communication boards, both manual and electronic, that are used by individuals with impaired oral motor skills. ("Speech Or Language Impairments - Project IDEAL", 2013)
        
        Non-electronic communication boards(Hyppa-Martin, Collins, Chen & Admundson, 2016)
        
        Sign language
        
        Electronic devices or apps that can be used to help communication for the child with a SLI
        
        First Word
        
        Liberator
        
        Dyna Vox
        
        Cheap Talk
        
        Additional time to complete assignments (Gavin, 2014)
  - - - Children with a language impairments may have difficulty understanding and being understood through communication — verbal, nonverbal, and written.(Gavin, 2014)
        
        Children with speech impairments may have difficulty with articulation, fluency, and voice
        (Gavin, 2014)
- - - - The 3 most common learning disabilities are:
        
        Reading disability- Dyslexia
        Difficulties learning letters and numbers, difficulties understanding letter and sound correspondence, reading difficult words and comprehension, reading full sentences or paragraph and/or making meaning of the reading, slow reading (Huebner, 2017)
        
        Assitive Technology and Teaching Strategies
        
        Dysgraphia
        Technology Speech-to-text software Keyboards and touchscreen
        Writing utensils
        Strategies Graphic organizers
        More time for tests and notetaking
        Worksheets with prefilled information
        Plenty of examples
        Allow students to use graph paper
        
        Dyslexia
        Technology Speech recognition software
        Reader Pens
        Text-to-speech
        Strategies Visual aids (picture schedules)
        Pre filled organizers
        Worksheets arranged by difficulites Alternative ways to respond to tests
        Options for demonstrating knowledge such as oral presentations
        Letter and number strips
        
        Dyscalculia
        Technology Offer digital graph paper or flashcards
        Give students manipulatives such as counters, fraction tiles, can also be used digitally
        Calculators or calculating apps
        Math Pads software helps students keep work organized
        Equatio is software that creates math problems and records information digitally
        Strategies Use concrete materials and be patient with student
        Introduce mltiple ways of solving math problems
        Decipher students math problems and build on students existing knowledge
        Easy language, one concept at a time
        Encourage students to visualize math problems
        Tie math problems to real life
        Visuals and memonics, lots of repetition
        
        Math disability- Dyscalculia
        Difficulties with processing numerical information. Kids have trouble with recognizing numbers, learning math facts, trouble with different kinds of computation, math story problems. (Huebner 2017)
        
        Writing disorder- Dysgraphia
        Difficulties with the act of handwriting, or the mechanics of it capitalization punctuation or spelling. Difficulties organizing thoughts on paper. (Huebner, 2017)
- - - - Impacts of hearing loss on learning ("Special Educational Guide", n.d.)
        
        the subjects of grammar, vocabulary, and spelling
        
        taking notes when listening during classes
        
        participating during class discussions
        
        watching educational videos or audio recordings
        
        presenting oral reports
        
        Classification of hearing impairment (Hougangpri, n.d.)
        
        Conductive hearing loss - due to excessive wax and treatable
        
        Sensorineural hearing loss - permanent loss of hearing and not correctable
        
        Mixed hearing - a mix of conductive and sensorineural
        
        Cause of loss of hearing (Hougangpri, n.d.)
        
        Hereditary e.g. Premature birth
        
        Illness e.g. throat infection
        
        Injury e.g. noise pollution
        
        Teaching interventions to accommodate students of hearing impairment
        
        Other classroom accommodations
        
        Preferred seating
        
        "Preferential seating means that a student’s seat is placed in a location that is most beneficial for his/her learning in the classroom." (Kjesbo, n.d.)
        
        Sign Language
        *See Speech Impairment link
        
        Note taking
        Accommodations
        1) Provide class notes or workbooks 2) have a notetaker
        
        Ever wonder what it's like for someone losing their hearing taking notes? https://www.youtube.com/watch?v=Eav2Vh6MDoQ)
        Adapted from (Sign Language Interpreting, 2014)
        
        Assistive Technology (USF, n.d.)
        
        Audio-visual FM Systems
        *see link with Visual Impairment
        
        Facilitates speech-reading and lip-reading; where a student has a small monitor where they can see their teacher and hear teacher's voice (CID, n.d.)
        
        Assistive Listening Devices (ALD)
        
        A video of recommended assistive listening devices
        https://www.youtube.com/watch?v=h1s8WkvhV8U
        Adapted from (OklahomaABLETech, 2013)
        
        Communication Access Realtime Translation (CART) using C-Print - Transcription Services
        
        In a classroom there is a captionist by a laptop transcripting the lessons conducted using C-Print transcription services.
        [Adapted from RIT, 1999]
        
        School support programmes (Hougangprimary, n.d.)
        
        Early intervention -between infant and preschool age, parents get their child tested by audiologist
        
        Individual conservation teacher - from preschool to school age, students are given one-to-one attention to develop verbal and interactive skills
        
        Pupils are able to assimilate with other children
        4.Choclear implants - through electrical impulses allows children to hear sounds; ENT specialist is advised