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The 14 categories of disabilities as identified by IDEA (CERT 08/2019…

- - - - Stuttering: rapid-fire repetitions of consonant or vowel sounds especially at the beginning of words, prolongations, hesitations, interjections, and complete verbal blocks, The symptoms of stuttering can vary depending on the situation. Stress, excitement, or frustration can cause stuttering to become more severe. Some people may also find that certain words or sounds can make a stutter more pronounced. Source: Speech disorder. (March 2019). Medical News Today. Retrieve from https://www.medicalnewstoday.com/articles/324764.php.
        
        Prolongations refer to the stretching or drawing out of particular sounds or words.
        
        Verbal Blocks happen when people know what they want to say but have difficulty making the necessary speech sounds. Blocks may cause someone to feel as though their words are stuck.
        
        Repetitions occur when people involuntarily repeat sounds, vowels, or words.
        
        There are two main types of stuttering
        
        Developmental stuttering affects young children who are still learning speech and language skills. Genetic factors significantly increase a person's likelihood of developing this type of stutter.
        
        Neurogenic stuttering occurs when damage to the brain prevents proper coordination between the different regions of the brain that play a role in speech.
      - Cluttering: excessively fast and jerky speech (communication disorder characterized by a rapid rate of speech, erratic rhythm, and poor syntax or grammar, making speech difficult to understand). Source : Retrieve from https://en.wikipedia.org/wiki/Cluttering
      - Apraxia: is a general term referring to brain damage that impairs a person's motor skills, and it can affect any part of the body. Apraxia of speech, or verbal apraxia, refers specifically to the impairment of motor skills that affect an individual's ability to form the sounds of speech correctly, even when they know which words they want to say. Source: Speech disorder. (March 2019). Medical News Today. Retrieve from https://www.medicalnewstoday.com/articles/324764.php. Source :Speech Disorder Called Apraxia can Progress to Neurodegenerative Disease: Dr Joseph Duffy
        (2016)Retrieve from https://www.youtube.com/watch?v=e76LRrUKRWk
      - Dysarthria: occurs when damage to the brain causes muscle weakness in a person's face, lips, tongue, throat, or chest. Muscle weakness in these parts of the body can make speaking very difficult. Source: Speech disorder. (March 2019). Medical News Today. Retrieve from https://www.medicalnewstoday.com/articles/324764.php.
        
        slurred speech
        
        mumbling
        
        speaking too slowly or too quickly
        
        soft or quiet speech
        
        difficulty moving the mouth or tongue
    - - Selective mutism (SM) is a disorder that manifests as a child that does not speak in at least one social setting, despite being able to speak in other situations. Selective mutism is normally discovered when the child first starts school. Behavioral treatment plans can be effective in bringing about the desired communication across settings. Stimulus fading involves a gradual desensitization, in which the individual is placed in a comfortable situation and the environment is gradually modified to increase the stress levels without creating a large change in stress level. Shaping relies on behavioral modification techniques, in which successive attempts to produce speech is reinforced. Self-modeling techniques may also be helpful; for example, self-modeling video tapes, in which the child watches a video of him/herself performing the desired action, can be useful. Source: Retrieve from https://en.wikipedia.org/wiki/Selective_mutism
      - Aphasia refers to a family of language disorders that usually stem from injury, lesion, or atrophy to the left side of the brain that result in reception, perception, and recall of language; in addition, language formation and expressive capacities may be inhibited. Source: Retrieve from https://en.wikipedia.org/wiki/Aphasia
      - Specific language impairment (SLI): Interventions for specific language impairment will be based upon the individual difficulties in which the impairment manifests. For example, if the child is incapable of separating individual morphemes, or units of sound, in speech, then the interventions may take the form of rhyming, or of tapping on each syllable. If comprehension is the trouble, the intervention may focus on developing metacognitive strategies to evaluate his/her knowledge while reading, and after reading is complete. It is important that whatever intervention is employed, it must be generalized to the general education classroom. Source: Retrieved from https://en.wikipedia.org/wiki/Specific_language_impairment
      - Language-based learning disabilities, which refer to difficulties with reading, spelling, and/or writing that are evidenced in a significant lag behind the individual's same-age peers. Most children with these disabilities are at least of average intelligence, ruling out intellectual impairments as the causal factor. source: retrieve from https://en.wikipedia.org/wiki/Speech_and_language_impairment
    - - Substitutions: A very common speech sound error is the substitution. An example is 'thun' for 'sun.' (wabbit for rabbit) . Source Speechlanguage- resources .com (2016) Retrieve from http://www.speechlanguage-resources.com/speech-sound-errors.html
      - Distortions: Distortions are when a child uses a non-typical sound for a typically developing sound. One of the more common and difficult sound substitutions to treat is the lateral /s/, where the air escapes out of the side of the mouth during /s/ production, not over the center of the tongue. This results in a noisy or slushy quality to the /s/ sound. Source : Speechlanguage- resources .com (2016) Retrieve from http://www.speechlanguage-resources.com/speech-sound-errors.html
      - Omissions: Omissions of phonemes is when a child doesn't produce a sound in a word. An example of an omission would be a child who says 'ool' for 'pool.' (bo for boat). Source Speechlanguage- resources .com (2016) Retrieve from http://www.speechlanguage-resources.com/speech-sound-errors.html
  - - - Speech recognition, also referred to as speech-to-text or voice recognition, is technology that recognizes speech, allowing voice to serve as the "main interface between the human and the computer"i. For dictation technology to work properly, kids have to speak clearly and use various commands. Source Speech Recognition for Learning (2019) LD online. Retrieve from http://www.ldonline.org/article/38655/
      - Augmentative and alternative communication (AAC) Augmentative and alternative communication is used by individuals to compensate for severe speech-language impairments in the expression or comprehension of spoken or written language. This includes sign language and various communication boards, both manual and electronic, that are used by individuals with impaired oral motor skills. Source: Augmentative and alternative communication (2019) retrieve from Wikipedia https://en.wikipedia.org/wiki/Augmentative_and_alternative_communication and source: Youtube video retrieve from https://www.youtube.com/watch?v=r3m8_YmTDDM
        
        Aided AAC system: is one that requires a physical support, such as a voice output device or a picture exchange system . Source: Augmentative and alternative communication (2019) retrieve from Wikipedia https://en.wikipedia.org/wiki/Augmentative_and_alternative_communication
        
        Low-tech ACC: are defined as those that do not need batteries, electricity or electronics These are often very simple communication boards or books, from which the user selects letters, words, phrases, pictures, and/or symbols to communicate a message users may indicate the appropriate message with a body part, light pointer, eye-gaze direction, or a head/mouth stick Source: Augmentative and alternative communication (2019) retrieve from Wikipedia https://en.wikipedia.org/wiki/Augmentative_and_alternative_communication
        
        High-tech AAC: aids permit the storage and retrieval of electronic messages, with most allowing the user to communicate using speech output.Such devices are known as speech generating devices (SGD) or voice output communication aids (VOCA). is an aid that requires electricity or batteries. this includes specialized devices software, smartphone application, electronic communication boards, and keyboards.
        Source: Augmentative and alternative communication (2019) retrieve from Wikipedia https://en.wikipedia.org/wiki/Augmentative_and_alternative_communication and source: Youtube video retrieved from https://www.youtube.com/watch?v=fErWOhb_OJc&list=PLdtbRx1dk8rLXhRtEv-VYd9HiLOJuZSV4
        
        Unaided AAC systems: methods do not use outside tools or aids for communication, it rely on the user's body to convery messages Source: Augmentative and alternative communication (2019) retrieve from Wikipedia https://en.wikipedia.org/wiki/Augmentative_and_alternative_communication
        
        sign language
        
        gestures (e.g. pointing)
        
        facial expressions
        
        body movements
        
        head movements
        
        eye movements & eye gaze
        
        vocalizations (i.e. non-speech sounds)
      - Text-To-Speech (TTS) is a very popular assistive technology in which a computer or tablet reads the words on the screen out loud to the user. This technology is popular among students who have difficulties with reading, especially those who struggle with decoding. source: retrieve from https://www.readingrockets.org/article/text-speech-tts
      - Electronic fluency devices (also known as assistive devices, electronic aids, altered auditory feedback devices and altered feedback devices) are electronic devices intended to improve the fluency of persons who stutter. Source: Wikipedia, August 2019) https://en.wikipedia.org/wiki/Electronic_fluency_device, Source: video Stuttering / Stammering VoiceAmp fluency device aid retrieve from https://www.youtube.com/watch?v=Lh54bOzXecE
        
        Delayed Auditory Feedback (DAF) devices: A DAF user hears his or her voice in headphones, delayed a fraction of a second. In stutterers, DAF may produce slow, prolonged but fluent speech. As the stutterer masters fluent speech skills at a slow speaking rate, the delay is reduced in stages, gradually increasing speaking rate, until the person can speak fluently at a normal speaking rate. Source: Wikipedia, August 2019) https://en.wikipedia.org/wiki/Electronic_fluency_device
        
        Frequency-Altered Feedback (FAF) devices: Pitch-shifting frequency-altered auditory feedback (FAF) changes the pitch at which the user hears his or her voice. Source: Wikipedia, August 2019) https://en.wikipedia.org/wiki/Electronic_fluency_device
    - - Response
        
        Allow for verbal responses
        
        Allow for answers to be dictated to a scribe
        
        Allow the use of a tape recorder to capture responses
        
        Permit responses to be given via computer
        
        Permit answers to be recorded directly into test booklet
      - Presentation
        
        Provide on audio tape
        
        Provide in large print
        
        Reduce number of items per page or line
        
        Provide a designated reader
        
        Present instructions orally
      - Timing
        
        Allow frequent breaks
        
        Extend allotted time for a test
      - Setting
        
        Provide preferential seating
        
        Provide special lighting or acoustics
        
        Provide a space with minimal distractions
        
        Administer a test in small group setting
        
        Administer a test in private room or alternative test site
      - Text Scheduling
        
        Administer a test in several timed sessions or over several days
        
        Allow subtests to be taken in a different order
        
        Administer a test at a specific time of day
      - Other
        
        Provide special test preparation
        
        Provide on-task/focusing prompts
        
        Provide any reasonable accommodation that a student needs that does not fit under the existing categories
- - - - Acquired deaf-blindness
        If a person experiences sight and hearing loss later in life.
        Source: https://www.sense.org.uk/get-support/information-and-advice/conditions/deafblindness/
      - Congenital deaf-blindness
        If a person is born with a sight and hearing impairment. This may be due to infections during pregnancy, premature birth, birth trauma and rare genetic conditions.
  - - - Hardware & Software
        
        Powerpoint
        Music, text-to-speech software can be incorporated
        Free text-to-speech software is available for the Windows based PPT
        Text can be adapted to preferred contrast/size
        Easily printable to make paper version
        
        Digital Literacy tools
        - IntelliTools Classroom Suite
        https://www.youtube.com/watch?v=u8P5zhNIA_o
        - Clicker5
        A digital tool for literacy
        Combines text and images
        https://www.youtube.com/watch?v=NX41UrNOiP0
        
        Magnifying tools and apps
        Used to magnify text for students who are blind or visually impaired
      - Lack of Assisted technologies for deaf-blindness
        "Being a niche market...is one of the main reasons why spending in innovation is not considered profitable both by companies and by investors
        As a result, there is poor assistive technology specifically designed for deaf-blind people..
        Source: https://www.researchgate.net/publication/300820488_Pervasive_Assistive_Technology_for_the_Deaf-Blind_Need_Emergency_and_Assistance_Through_the_Sense_of_Touch
        
        Accomodating Assissted Technologies
        
        Accommodate the needs of students who use adaptive technology, such as closed-captioning, screen readers, personal frequency modulation (FM) systems, teletypewriters (known as TTYs), amplified phones, closed-circuit television (CCTV), Braille, magnifiers and magnification software.
        
        Understand that environmental noise, poor acoustics, and a speaker’s voice, pitch, volume, patterns and accent will impact the quality of the communication process for students who rely on residual hearing.
        
        Source: http://www.accessiblecampus.ca/tools-resources/educators-tool-kit/teaching-tips/teaching-students-with-deaf-blindness/
    - - Tactile
        Use of tactile symbols or objects to tell stories etc.
        Replace book images with tactile enhancements
      - Visual
        Modifications to pictures
        Simplify backgrounds
        Braille
        Reduce Clutter
        Colour considerations
        Highly main words or simplify sentences
        Highlight main picture
- - - - https://www.youtube.com/watch?v=Rzzb5cmNoc0
- - - - Types of Impairments
        strabismus, where the eyes look in different directions and do not focus simultaneously on a single point;
        congenital cataracts, where the lens of the eye is cloudy;
        retinopathy of prematurity, which may occur in premature babies when the light-sensitive retina hasn’t developed sufficiently before birth;
        retinitis pigmentosa, a rare inherited disease that slowly destroys the retina;
        coloboma, where a portion of the structure of the eye is missing;
        optic nerve hypoplasia, which is caused by underdeveloped fibers in the optic nerve and which affects depth perception, sensitivity to light, and acuity of vision; and
        cortical visual impairment (CVI), which is caused by damage to the part of the brain related to vision, not to the eyes themselves.
        https://www.parentcenterhub.org/visualimpairment/
- - - - Cognitive functioning includes memory recall and task and skill generalization.
      - Limitations on adaptive behavior includes difficulties in social and practical skills.
    - - *Important to note that the accuracy of IQ tests is questionable. The tests have been deemed culturally biased by some researchers (Martschenko, 2017).
  - - - Mild intellectual disabilities: Mildly intellectually disabled students are able to function independently and “normally” in non-classroom settings, but struggle with cognitive, social, and adaptive behavior skills inside the classroom
    - - Moderate, severe, and profound intellectual disabilities:
        
        Mental Retardation: *although other names have been adapted for this condition, "mental retardation" is still listed as a category under federal law.
        
        Characteristics of with moderate to profound intellection disabilities:
        
        Moderate Intellectual Disabilities:
        
        "are slow in understanding and using language
        
        may have some difficulties with communication
        
        can learn basic reading, writing, and counting skills
        
        are generally unable to live alone
        
        can often get around on their own to familiar places
        
        can take part in various types of social activities
        
        generally having an IQ range of 35 to 49"
        
        (Gill, 2019)
        
        Severe intellectual disabilities:
        
        "noticeable motor impairment
        
        severe damage to, or abnormal development of, their central nervous system
        
        generally having an IQ range of 20 to 34"
        
        (Gill, 2019)
        
        Profound intellectual disabilities:
        
        "inability to understand or comply with requests or instructions
        
        possible immobility
        
        incontinence
        
        very basic nonverbal communication
        
        inability to care for their own needs independently
        
        the need of constant help and supervision
        
        having an IQ of less than 20"
        
        (Gill, 2019).
  - - - Provide instruction in non-curricular subject areas, such as "“Money concepts, time concepts, independent living skills, self-care and hygiene, community access, leisure activities, and vocational training” (Project Ideal, 2013).
      - Break down larger tasks into smaller parts.
      - Work with students one-on-one or in small groups.
      - Tie subject matter to specific student interests.
      - Make a strategic plan
    - - Math manipulatives
      - Specialized Software programs
        
        should utilize universal design
        
        audio and video based curriculum that can be adjusted by the teacher.
        
        should cater to student interests.
- - - - Audiobooks
        Audiobooks are voice recordings of books which are useful for children struggling with language delays. Simple voice recordings of a huge variety of book titles are available online from websites like Lit2go and Project Gutenberg and with subscription to websites like Audible for example. Other tools like AbleNet Bookworm for example allows teachers or parents to record a reading of a book which can be paired with the physical book. This allows a child to follow along visually in a book while listening to a corresponding audio recording.
      - Text-to-Speech and Speech-to-Text Tools
        Text-to-Speech options include built-in applications in most computers, tablets and other electronics which will read a highlighted portion of text.
        
        Text-to-Speech operations also include tools which allow a child to type a response into a device and have it read aloud. This is helpful for children with social delays, and communication delays.
        
        Speech-to-Text tools allow students to dictate instead of writing or typing. Some applications also allow for customized key-board commands with chosen hand and body movements such as waving left-to-right to zoom in.
      - Access Limiting Apps
        A variety of apps can be used with electronics which help keep distractions to a minimum for learners with attention issues by blocking pop-up advertisements, limiting a device to one application by locking the home screen function, disable particular features of an app.
- - - - Low Incidence (7.6% of Students under IDEA)
      - High Incidence (if AD/HD diagnosis estimate of 2-9% of all students in the USA is true)
    - - Epilepsy
      - Asthma
      - Diabetes
      - Attention Decificit/Hyperactive Disorder
        
        Three main types
        
        Inattentive:
        
        Cannot maintain attention
        
        Lack of attention to detail
        
        Difficulty with organization/completing assignments
        
        Forgetful/loses things
        
        Avoids activities that require attention
        
        Hyperactive/Impulsive
        
        Frequent fidgeting or getting up during class
        
        Often blurts out/interrupts/talks a lot
        
        Shows lack of control in play or classroom activities
        
        Combined Inattentive/Hyperactive students exhibit some of both
  - - - Extra time for transitions, tests, assignments
      - Explicitly teach organization and provide checks, scaffolds, and checklists as appropriate.
      - Explicitly teach goal setting including breaking down steps to reach goals.
      - Seat the student for success (away from distractions and near the teacher)
      - Keep schedule consistent and minimize unstructured time
      - For Ad/HD:
      - Opportunities/spaces for student to rest
        
        Alternative space during PE/recess (perhaps with a rotation of peers who prefer quiet activities to avoid social isolation)
        
        Modification or physical classroom activities based on the student’s needs
        
        For non AD/HD
    - - Low tech is often helpful (planners, notebooks, laminated checklists)
      - Digital assistants such as Bixby or Clova and dictation programs such as Apple Dictation or Dragon by Nuance
      - If the student misses lots of school due to their condition the following technologies might help:
        
        Skype/Facetime/Zoom meetings so student can participate from home
        
        Video recording of lessons/projects if student is not free during class time
        
        Google Classroom so student can digitally collaborate with teacher/peers in docs/sheets/slides
        
        Blogs/Youtube etc.
      - For AD/HD:
- - - - Strategies
        
        Adapted Physical Education Teachers
        
        Speech-Language Pathologists
        
        Occupational Therapists
        
        Additional Therapists
        
        Physical Therapists
        
        Depending on the specifics of the student’s needs the following specialists might need to be involved:
        
        Since most students in this category do not have any mental impairments it is important for educators to consult and collaborate with students when planning for accomodations.A general guideline is to help the student achieve independence in any way they can. This might include offering support in an invisible way, or creating a situation where the student can be left alone to interact with peers for a period of time. Some general accommodations to help students succeed:
        
        Emotional/Social awareness: Monitor and understand the effect of the student’s situation on their emotional state.
        Help the student to make friends/interact socially without being obvious. This could include supporting them in starting a lunch table group about a shared interest, or including a classroom activity that plays to the student’s interests or strengths so other students see them as an expert.
        
        Instructional/Curriculum Modifications: Activities that the student can participate in fully or at least partially. (Modify a standing circle to a sitting one, assist other students with accommodating the student’s movement needs ex. In a dancing activity model how one can still dance with someone in a motorized wheelchair)
        Including activities that will help the student extend/develop their fine motor skills
        
        Classroom/Seating Arrangement: Consider room for the student to move with comfortably with any devices (such as wheelchair/motorized chair, crutch/brace etc.)
        Consider seat itself (should be comfortable and supportive for the student’s specific needs in terms of posture and movement)
        
        Assisstive Technologies:
        
        Movement aids such as wheelchair/motorized wheelchairs, canes/crutches/walkers/braces, specialized chairs or supports, specialized exercise equipment
        
        https://www.youtube.com/watch?v=4bHglfxId0E
        
        Specialized communication equipment/academic software such as communication boards.
        
        Screen reading software such as Texthelp System (Windows and MAC), Chromevox, The BRLLTY Team, Microsurf and many more!) https://www.disabled-world.com/assistivedevices/computer/screen-readers.php
        
        Speech recognition software such as Windows Vista
  - - - This includes:
      - Being born without a limb
      - Amputation
      - Club foot
      - Bone Tuberculosis
      - Poliomyelitis
      - Fractures
      - Cerebral Palsy
      - Burns
      - Spina Bifida
    - - Common examples are:
        
        Spina Bifida which is caused when the spinal column opens and can result in partial paralysis as well as impairment to intellectual function.
        
        Cerebral Palsy which affects movement and posture but not brain function.
- - - - Finding a setting suitable to the child’s intelligence level
      - A child’s ability to effectively communicate with teachers, support staff and peers
      - A student’s capability to function in the classroom
      - Assessing and compensating for visual or hearing impairment
      - Assistive Technology support
        
        text-to-speech technologies, can neutralize communication problems
        
        hearing aids and sign language
        
        Classroom accommodations
        
        Students with multiple disabilities--especially those with medical issues affecting mobility--often need special equipment in the classroom. This equipment may include standers, wheelchairs, gait trainers, and changing table
        
        Low Incidence https://study.com/academy/lesson/multiple-disabilities-definition-prevalence.html
        
        • Part of the increase in the statistics since the 1970s are attributed to an increased number of students with multiple disabilities entering the traditional public education system.
        
        • Prior to the implementation of IDEA, many students with multiple disabilities were either educated at home or institutionalized.
        
        • It is speculated that more children are labeled with multiple disabilities because of changes in the way people classify disabilities.
        
        • The prevalence of multiple disabilities appears to have gone up since the implementation of IDEA in the 1970s.
        
        • Multiple disabilities account for only two to three percent of all disabled persons in the United States, based on data since the year 2000.
        
        In the United States, the percent of the population exhibiting multiple disabilities is relatively low when compared to other disability classifications.
        
        Teaching Tools/Differentiation https://www.verywellfamily.com/what-are-multiple-disabilities-2162512
        
        • Simple picture cards
        
        • Keyboards with specialized interfaces to support users with fine motor difficulties
        
        • iPads and similar devices with apps designed for text-to-voice, picture selection, or other forms of communication
        
        • Speech to text technology
        
        • Educational apps that support the pre-writing and writing process
        
        • Curricula that offer differentiated options for students with different learning styles or abilities
        
        computerized talkers or tablets
      - https://www.youtube.com/watch?v=xKqN21OdsLQ
- - - - Health professionals use a variety of names to describe assistive devices:
      - Assistive listening devices (ALDs) help amplify the sounds you want to hear, especially where there’s a lot of background noise. ALDs can be used with a hearing aid or cochlear implant to help a wearer hear certain sounds better.
      - Augmentative and alternative communication (AAC) devices help people with communication disorders to express themselves. These devices can range from a simple picture board to a computer program that synthesizes speech from text.
      - Alerting devices connect to a doorbell, telephone, or alarm that emits a loud sound or blinking light to let someone with hearing loss know that an event is taking place.
      - Hearing loss…Not just hearing
        Studies have linked untreated hearing loss to:
        https://www.youtube.com/watch?v=h1s8WkvhV8U
        
        • Irritability, negativism, and anger
        
        • Affects overall school performance
        
        • Overall diminished psychological and physical health
        
        • Inability to learn new tasks
        
        • Impaired memory
        
        • Reduced alertness
        
        • Social rejection and loneliness
        
        • Avoidance or withdrawal from friends and family
        
        • Fatigue, tension, stress, and depression
- - - - Tablet and smartphone apps (older learners):EPIC (digital library for kids); Storyboard That; Teen and Adult Phonics Library; Find the Synonym; A+ Spelling Test; Reading Machine; Root Words:https://www.educationalappstore.com/best-apps/5-best-apps-for-kids-with-dyslexia
- - - - (https://youtu.be/JifrQBZSNn4
        
        Augmentative and Alternative Communication:
        
        Speech generated Technology: See video!