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14 Disabilities Under IDEA (Cohort 9) (High Incidence (Specific Learning…

- - - - (A) An inability to learn that cannot be explained by intellectual, sensory, or health factors
      - (B) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers
      - (C) Inappropriate types of behavior or feelings under normal circumstances
      - (D) A general pervasive mood of unhappiness or depression
      - (E) A tendency to develop physical symptoms or fears associated with personal or school problems
    - - Text-to-Speech Software
        
        A text-to-speech tool such as those found in Microsoft programs where a computer or tablet reads a text out loud could be an ideal solution for those students whose behavior tends to be triggered by the work expected of them in a classroom setting and this software may prevent them from trying to engage too many brain systems at one time
      - Reminder Devices
        
        Students with behavioral tend to be easily distracted therefore a reminder devices such as a vibrating watch may be a good way to remind studentsto either focus or take breaks
      - Voice Recognition Software
        
        Some students struggle with the physical act of writing or translating their thoughts onto paper, a voice recognition tool may give these students the opportunity to say what they want, allow the computer detect their voice and put it down on paper
      - Talk light
        
        Talk light is a device that helps educators recognize when the volume in a class has reached an unacceptable level for sensitive students. It's a prevention tool that can help deflect negative behavior
    - - Make learning relevant
        
        Establishing a link between the students lives and the curriculum instills relevance into their lessons
      - Help students establish positive peer relationships
        
        Peers are extremely influential on a child's emotional development. Positive peer relationships encourage tolerance of others, help students build interpersonal sills and stimulate self-confidence
      - Teach behavior management skills
        
        As an educator, it is always important to remain objective when defusing a conflict. Practicing restraint, teachers can also teach their students to reflect their actions and use more constructive ways of managing their emotions.
      - Identify and deal with depression
        
        In order to know how to deal with depression, it must first be understood and identified by the student, the parents/guardians, and the teachers and then the next step to overcome it should be taken together
      - Help students cope with stress
        
        When stress is neglected and not dealt with, our bodies tend to have physical reactions such as headaches, fatigue, etc. Students need to learn how to address and cope with stress
    - - According to the United States Department of Health and Human Services' (DHHS') at least one in five children and adolescents has a mental health disorder at some point in their life from childhood to adolescence, that is 20% of children in America. Furthermore, at least one in 10, has a serious emotional disturbance at some point in there life, which is 10% of children.
    - - Brauner, C., & Stephens, C. (2006). Estimating the Prevalence of Early Childhood Serious Emotional/Behavioral Disorders: Challenges and Recommendations. Retrieved 2 September 2019, from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1525276/
      - Henley, M., & Long, N. (2003). Helping Students with Emotional Problems Succeed. Retrieved 2 September 2019, from http://www.ascd.org/publications/classroom-leadership/nov2003/Helping-Students-with-Emotional-Problems-Succeed.aspx
      - Janz, J., & Mary M., B. (2009). Challenges in Classifying Students with Emotional Disturbance: Perspectives of Appraisal Professionals [Ebook] (2nd ed., p. 17). Santa Barbara: University of California. Retrieved from https://escholarship.org/content/qt5734n13w/qt5734n13w.pdf?t=kx54xt
      - Lynch, M. (2018). Assistive Technology to Help Students with Behavioral Disabilities Succeed Academically - The Edvocate. Retrieved 2 September 2019, from https://www.theedadvocate.org/assistive-technology-to-help-students-with-behavioral-disabilities-succeed-academically/
      - Employment First. (2019). Craig's Path to Community Employment: Case Study of Serious Emotional Disturbance (Mental Health Diagnosis) [Ebook] (p. Ohio Employment First). Ohio. Retrieved from https://ohioemploymentfirst.org/up_doc/Case_Study_Serious_Emotional_Disturbance_accessible.pdf
  - - - Autism (also known as autism spectrum disorder or ASD) refers to a broad range of conditions that are characterized by challenges with social skills, repetitive behaviors, speech and nonverbal communication (Autism Speaks, 2019).
      - There are many subtypes of autism, which makes it a spectrum disorder, and means that each person with autism has a distinct set of strengths and challenges. The ways in which people with autism learn, think and problem-solve can range from highly skilled to severely challenged, which means that some people with ASD require significant support in their daily lives, some need less support and some live entirely independently (Autism Speaks, 2019).
    - - Approximately 1 in 160 children worldwide has an autism spectrum disorder (WHO, 2018).
      - Autism is four times more common in boys than in girls. It knows no racial, ethnic, or social boundaries. Family income, lifestyle, or educational levels do not affect a child's chance of being autistic (WebMD, 2019).
      - Autism is said to be increasing; however, it is not entirely clear whether the increase is due to changes in how it is diagnosed or whether it is a true increase in the incidence (WebMD, 2019).
    - - Indicators of autism usually appear by age 2 or 3. Some associated development delays can appear even earlier, and often, it can be diagnosed as early as 18 months. Research shows that early intervention leads to positive outcomes later in life for people with autism (Autism Speaks, 2019).
      - Social communication/ interaction behaviors (NIH, 2019):
        
        Making little or inconsistent eye contact
        
        Tending not to look at or listen to people
        
        Rarely sharing enjoyment of objects or activities by pointing/showing things to others
        
        Failing to/being slow at responding to someone calling their name or other verbal attempts to gain attention
        
        Having difficulty with back and forth conversation
        
        Often talking at length about a favorite subject without noticing that others aren't interested/without giving others a chance to respond
        
        Having facial expressions, movements and gestures that do not match what's being said
        
        Having an unusual tone of voice
        
        Having trouble understanding others' points of views or understanding/predicting others' actions
      - Restrictive/Repetitive behaviors (NIH, 2019):
        
        Repeating certain behaviors or having unusual behaviors.
        
        Having a lasting intense interest in certain topics
        
        Having overly focused interests, like with moving objects
        
        Getting upset by slight changes in routine
        
        Being more/less sensitive to sensory input
    - - Let the child know what will happen next
      - Set expectations, be consistent and follow through
      - Acknowledge your students for complying with your requests
      - Communicate specifically what you expect and reward for meeting these expectations
      - Give choices (but not so many that it's overwhelming)
      - Showing the student the activity or toy that he/she will be using next is helpful to encourage them to move from one activity to the next
      - Use a schedule
        
        Click Here For Sample Schedule
      - Allow the student to bring a transitional object from one activity to the next
      - Distract and redirect problematic behavior instead of saying "no" or "stop"
      - If the child seems overstimulated from sensory input, bring them to a quieter place
      - Make directions clear, short and concrete
    - - Low-tech AT: do not need batteries or electricity to operate. Commonly found in a multi-sensory, differentiated classroom as “accommodations” and require little-to-no training to operate. Examples include a pencil grip, slant board, modified visual schedule, use of icons/pictures/symbols, or velcro sneakers (Ford-Lanza, 2019).
      - Mid-tech AT: require a bit more training as they may be battery-operated and add a level of specialization that low-tech tools might otherwise not. For example, a multiple-message voice output device like a Big Mack, audiobooks, or screen magnifiers (Ford-Lanza, 2019).
        
        https://www.youtube.com/watch?v=i6Kt7mi4Uf4 (West Sussex Library Service, 2017)
      - High-tech AT: usually electrically-powered devices such as tablets, communication devices, specialized computer software, and motorized wheelchairs. These tools have more capabilities and features that warrant ongoing assistive technology consultation and training (Ford-Lanza, 2019).
      - Augmentative Alternative Communication Tools (AAC): a category of assistive technology that directly supports a person’s ability to communicate. These tools can range from low-tech supports like communication boards, picture exchange (PECS) systems, or object schedules, to mid-tech spoken messages on a pre-programmed switch, to high-tech communication devices with robust language systems (Ford-Lanza, 2019).
        
        https://www.youtube.com/watch?v=HGtZNy0PcVw (Racker, 2013)
      - Assistive Robotics: A case study that was part of the Aurora project studied ways in which robotic systems can encourage basic communication and social interaction skills in children with autism. This paper investigated how a small minimally expressive humanoid robot KASPAR can assume the role of a social mediator, encouraging children with low functioning autism to interact with the robot, to break their isolation and importantly, to facilitate interaction with other people (Robbins, Dautenhahn & Dickerson, 2009).
        Click Here For Case Study
    - - Autism Speaks. (2019). What Is Autism?. Retrieved from https://www.autismspeaks.org/what-autism
        Ford-Lanza, A. (2019). How Can Assistive Technology Benefit People With Autism?. Retrieved from https://www.autismparentingmagazine.com/assistive-technology-benefits-with-autism/
        NIH. (2019). Autism Spectrum Disorder. Retrieved from https://www.nimh.nih.gov/health/topics/autism-spectrum-disorders-asd/index.shtml
        Racker. (2013). PECs video [Video]. Retrieved from https://www. youtube.com/watch?v=HGtZNy0PcVw
        Robbins, B., Dautenhahn, K., & Dickerson, P. (2009). From Isolation to Communication: A Case Study Evaluation of Robot Assisted Play for Children with Autism with a Minimally Expressive Humanoid Robot. Retrieved from http://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=4782516&isnumber=4782475
        WebMD. (2019). Learn the Basics of Autism. Retrieved from https://www.webmd.com/brain/autism/understanding-autism-basics#1
        West Sussex Library Service. (2017). BIGmack [Video]. Retrieved from https:// youtu.be/i6Kt7mi4Uf4
        WHO. (2018). Autism spectrum disorders. Retrieved from https://www.who.int/news-room/fact-sheets/detail/autism-spectrum-disorders
        Wise, R. (2019). 15 Behavior Strategies for Children on the Autism Spectrum. Retrieved from https://ibcces.org/blog/2016/07/15/behavior-strategies/
  - - - Gavin, M. L. (Ed.). (2014, March). Speech and Language Impairments Special Needs Factsheet (for Parents). Retrieved from https://kidshealth.org/en/parents/speech-language-factsheet.html
      - Gordon, P. (1994). Stuttering: A disorder of fluency. In S. Adler & D.A. King (Eds.), Oral communication problems in students and adolescents (2nd ed.). Boston, MA: Allyn & Bacon.
      - (n.d.). Assistive Technology Tools for Learning Differences, ADHD, and Executive Function Challenges. Retrieved from http://techpotential.net/attoolbox
      - (n.d.). Language Disorder: Signs, Symptoms, Causes, Treatment. Retrieved from https://www.healthyplace.com/neurodevelopmental-disorders/communication-disorders/language-disorder-signs-symptoms-causes-treatment
      - Minnesota Department of Education. (2010). Speech or language impairments. Online at:http://education.state.mn.us/MDE/EdExc/SpecEdClass/DisabCateg/SpeechLangImpair/index.html
      - (2019, May 10). Signs of Speech and Language Disorders. Retrieved from https://identifythesigns.org/signs-of-speech-and-language-disorders/
      - Turnbull, A., Turnbull, R. & Wehmeyer, M. L. (2007). Exceptional lives: Special education in today's schools. Upper Saddle River, NJ: Pearson Merrill Prentice Hall.
      - (n.d.). Sec. 300.8 Child with a disability. Retrieved from https://sites.ed.gov/idea/regs/b/a/300.8
      - Cross, A. (2016, December 21). Supporting Developmental Language Disorders in the Classroom. Retrieved from https://www.youtube.com/watch?v=PKegRlHFqH4
    - - https://www.youtube.com/watch?v=PKegRlHFqH4
      - Speech or Language Impairment—as defined by IDEA
        “(11) Speech or language impairment means a communication disorder, such as stuttering, impaired articulation, a language impairment, or a voice impairment, that adversely affects a child’s educational performance.” [34 CFR §300.8(c)(11]
      - Four categories of Speech Impairment
        
        Articulation: speech impairments where the child produces sounds incorrectly (e.g., lisp, difficulty articulating certain sounds, such as “l” or “r”).
        
        Fluency: speech impairments where a child’s flow of speech is disrupted by sounds, syllables, and words that are repeated, prolonged, or avoided and where there may be silent blocks or inappropriate inhalation, exhalation, or phonation patterns.
        
        Voice: speech impairments where the child’s voice has an abnormal quality to its pitch, resonance, or loudness.
        
        Language: language impairments where the child has problems expressing needs, ideas, or information, and/or in understanding what others say.
        
        Speech Disorders
        
        Childhood Apraxia of Speech: Apraxia is a motor speech disorder that makes it hard to speak.
        
        Dysarthria: Dysarthria is a speech disorder caused by muscle weakness. It can make it hard for you to talk. People may have trouble understanding what you say.
        
        Orofacial Myofunctional Disorders: (OMDs) are abnormal movement patterns of the face and mouth.
        
        Speech Sound Disorders: Children can have trouble saying sounds clearly. It may be hard to understand what they say.
        
        Stuttering: Talking to people can be hard if you stutter. You may get stuck on certain words or sounds. You may feel tense or uncomfortable. You might change words to avoid stuttering.
        
        Voice
        
        Vocal Cord Nodules and Polyps: Nodules and polyps are growths on your vocal folds. They can change the way your voice sounds.
        
        Vocal Fold Paralysis: When your vocal folds do not move the way they should, your voice will change.
        
        Paradoxical Vocal Fold Movement: PVFM makes it hard to breathe or talk. It does not happen all of the time but can cause serious problems when it does happen.
        
        Spasmodic Dysphonia: a long-term voice problem that can make it hard to talk
    - - Signs of a Speech Sound Disorder
        
        Says p, b, m, h, and w incorrectly in words (1-2 years)
        
        Says k, g, f, t, d, and n incorrectly in words (2-3 years)
        
        Produces speech that is unclear, even to familiar people (2-3 years)
      - Children Signs of Stuttering (Disfluency)
        
        Repeats first sounds of words—“b-b-b-ball” for “ball”
        
        Speech breaks while trying to say a word—“—–boy” for “boy”
        
        Stretches sounds out—“ffffff-farm” for “farm”
        
        Shows frustration when trying to get words out
      - Children: Signs of a Voice Disorder
        
        Loss of voice
        
        Uses a hoarse or breathy voice
        
        Speaks with strain and effort
      - Adults: Signs of Speech & Language Disorders
        
        Struggles to say sounds or words (stuttering)
        
        Repetition of words or parts of words (stuttering)
        
        Speaks in short, fragmented phrases (expressive aphasia)
        
        Says words in the wrong order (expressive aphasia)
        
        Struggles with using words and understanding others (global aphasia)
        
        Difficulty imitating speech sounds (apraxia)
        
        Inconsistent errors (apraxia)
        
        Slow rate of speech (apraxia)
        
        Slurred speech (dysarthria)
        
        Slow or rapid rate of speech, often with a mumbling quality (dysarthria)
    - - Augmentative or Alternative Communication (AAC)
        
        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. AAC devices are non-electronic communication boards. Electronic AAC devices range from very simple devices with few buttons (such as the Cheap Talk) to very elaborate systems that use a keyboard and synthesized speech (such as the Dyna Vox and Liberator).
      - Students with speech and language impairments have an array of computer software packages available to develop their speech and language skills. An example is First Words, a language program that has a number of applications for teaching those who are developing or reacquiring language functions. The program uses graphic presentations combined with synthesized speech to teach high-frequency nouns, and is one of many software packages that can help develop both speech and language.
        
        Communication Board: This device uses pictures, symbols, or printed words for communication. These are a flat display of words and pictures but could also be used with touch screen and speech can be added.
        
        TextHelp: This software is designed for children seven and up and is a floating tool bar that provides tools for reading, and writing. The software is windows bases. IS reads back to the student what they wrote and spell check highlights words that need to be corrected also includes build in dictionary, thesaurus and calculator.
    - - Generalized accommodations
        
        Giving additional time to complete assignments or make up work
        
        Substituting written papers or projects for oral presentations, or allowing the student to demonstrate learning one-on-one with you
        
        Reviewing the IEP or 504, if the student has one, and working with the SLP to facilitate communication and learning in the classroom
        
        Reduce unnecessary classroom noise as much as possible.
        
        Be near the student when giving instructions and ask the student to repeat the instructions and prompt when necessary.
        
        Provide verbal clues often.
        
        Provide a quiet spot for the student to work if possible.
        
        Speak clearly and deliberately.
      - Strategies for Improving Semantics
        
        Encourage the student to name and classify pictures into categories.
        
        Provide the student with sentence completion tasks.
        
        Cloze procedures are also helpful with semantic difficulties
      - Strategies for Improving Syntax
        
        Use sentence completion and cloze techniques, as discussed above, for syntactic problems as well.
        
        Present the student with printed or spoken sentences in which the order of words, phrases, or clauses is violated.
        
        Encourage the student to formulate and produce a sentence with structure similar to that of a spoken model sentence.
      - Strategies for Improving Articulation
        
        Foster a warm, supportive environment in which the student will feel accepted and encouraged to speak and respond to others.
        
        Provide listening activities that build awareness of sounds.
        
        Utilize rhymes, riddles and activities involving locating objects/pictures that begin with the sounds.
      - Strategies for Improving Stuttering
        
        1.Do not pretend the disfluencies don’t exist.
        
        2.Show your support.
        
        3.Find out the child’s opinion about reasonable classroom expectations.
        
        4.Speak slowly and clearly.
        
        5.Use shorter and simpler sentences.
  - - - IDEA defines it as “significantly subaverage general intellectual functioning, existing concurrently [at the same time] with deficits in adaptive behavior and manifested during the developmental period, that adversely affects a child’s educational performance.”
        (Center for Parent Information & Resources, May 4, 2017)
      - Diagnosis
        
        Ability of the brain to think, solve problems, and make sense of the world
        
        Measured by IQ – scores below 70-75 are indicative of a intellectual disability
        
        Adaptive behavior/ functioning – skills needed to live independently
        
        Communication skills – ability to comprehend and participate in conversations
        
        Daily living skills – such as getting dressed or going to the restroom
        
        Social skills - ability to understand and follow social with peers, family members, adults and others
        
        Early Indicators
        :warning: Delay in reaching developmental milestones such as sitting up and talking
        :warning: Difficulty remembering things
        :warning: Trouble comprehending accepted social behaviors and/or understanding the consequences to actions
        :warning: Poor problem-solving skills
      - Statistics
        This group includes 6.8% of all students covered by IDEA.
    - - Genetic Conditions – i.e. Down syndrome, fragile X syndrome, phenylketonuria (PKU)
      - Problems during pregnancy – can be caused by alcohol consumptions or rubella
      - Problems at birth –
        can be caused by a lack of oxygen
      - Health Problems – can be caused by diseases such as whooping cough, the measles, and meningitis, malnutrition or exposure to lead or mercury
    - - Trouble understanding new concepts
      - Inappropriate behavior
      - Limited vocabulary
      - Difficulty accomplishing complex tasks
    - - Immediate and Positive Feedback
      - Concrete Learning Experiences - hands on, use of all five senses
    - - Quiet Work Space
      - Teaching concepts in different ways and repeating them throughout the day
      - Extra time
        
        Allow extensions for assignments
        
        Reduce or eliminate time limits for assessments
      - Work in small groups
      - Provide instructions in verbal and written way
      - Record lectures
      - Use clear, succinct language
      - Break down large tasks and teach one step at a time
    - - Concrete Objects
      - Use visual aids - charts, pictures, graphs
      - Recording tools like photography or video for assignments
      - Text-to Speech Software
      - Graphic Organizers
      - Proofreading software
  - - - students having limited strength, vitality, or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment, that
        a) is due to chronic or acute health problems such as* asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia, and Tourette syndrome
        b)adversely affects a child’s educational performance
        *not limited to just these diseases
      - Statistics
        This group includes 16% of all students covered by IDEA.
      - Groups
        
        ADD/ADHD
        
        *Symptoms/Diagnosis
        :star: Problems paying attention
        :star: Being hyperactive
        :star: Acting before thinking
        Symptoms have to have been evident before the age of 7 and lasting for 6 months or more.
        They must be:
        a) more severe than other children their age
        b) present in at least 2 settings
        c)causing impairment in functionality
        Needs to be evaluated by a trained professional
        
        3 Types
        
        Inattentive type - cannot focus or stay focused on a task or activity
        :pencil2: do no pay close attention to details
        :pencil2: can't stay focused on school or play work
        :pencil2: don't follow through on instructions or finish school work or chores
        :pencil2: can't organize tasks and activities
        :pencil2: get distracted easily
        :pencil2: lost things
        
        Hyper-impulsive type - very active and acts without thinking
        :fountain_pen: fidget or squirm
        :fountain_pen: get out of their chairs when not supposed to
        :fountain_pen: run around and climb constantly
        :fountain_pen: have trouble playing quietly
        :fountain_pen: talk too much
        :fountain_pen: blurt out answers before questions are completed
        :fountain_pen: have trouble waiting their turn
        :fountain_pen: interrupt others when talking
        :fountain_pen: interfere with games others are playing
        
        Combined type - person is inattentive, impulsive and too active
        
        Accommodations
        
        Choice - allow student to choose which tasks to complete first
        
        Shift critical instruction to earlier in the day
        
        Seating
        seat the student away from windows increase space between desks
        provide seat cushions and foot rests to increase comfort
        
        Student Work
        Split up the work - break tasks into smaller units, give frequent shorter quizzes, reduce number of items on worksheets and tests, accept late work and give partial credit to partial work
        Keep assignments brief
        Give extra time and quieter spaces for work and tests
        Allow assignments to be typed or delivered orally
        
        Assistive Technology
        
        Audiotape of tones can be used to introduce self-monitoring
        
        Rule posters
        
        Visuals - charts, pictures, color coding
        
        Reminder devices - such as vibration watches
        
        Audiobook services
        
        Speech recognition software
        
        Talking calculators
        
        Interventions
        
        Figure out what specific things are hard for the student - starting a task, completing a task, ending a task and starting another
        
        Give immediate feedback
        
        Implement a daily report card that sets positive behavioral goals and rewards students when they meet those goals
        
        Rules - set a clear and explicit set of rules and expectations
        
        Develop a private signal to get the student's attention
        
        Self-instruction
        Use counting strategies, stop and think approaches, and cognitive behavioral methods as reminders for students to stop and think about behavior
        
        Diabetes
        
        Symptoms/Diagnosis
        Going to the bathroom frequently
        Lots of thirst
        Extreme hunger
        Weight loss
        More fatigue
        Irritability
        Blurry Vision
        2 Tests for diagnosis
        FPG - Fasting Plasma Glucose
        OGTT
        
        Alila Medical Media (2014, December 9). Diabetes Type 1 and Type 2 Animation. Retrieved from https://www.youtube.com/watch?v=XfyGv-xwjlI
        
        Hypoglycemia - blood sugar too low
        
        can be caused by too much physical activity, insulin and diabetes medication
        
        food will to bring sugar levels up
        
        symptoms: shakiness, sweating, hunger, headache, blurry vision, weakness, sleepiness, dizziness, changed behavior, changed personality
        
        be aware of hypoglycemia unawareness (lack of physical symptoms) and monitor changes in behavior
        
        Hyperglycemia - blood sugar too high
        
        can be caused by too much food or too little insulin/ diabetes medication
        
        physical activity, insulin and diabetes medication will bring sugar levels down
        
        symptoms: thirst, dry mouth, frequent/increased urination, change in appetite, blurry vision
        
        Goal: Maintaining Optimal Glucose Control
        
        Interventions
        
        Recognize that a change in behavior could be a symptom of blood glucose changes
        
        Know your role in helping the student with diabetes in a disaster, lockdown, or emergency situations
        
        Be prepared to respond immediately to signs and symptoms of hypoglycemia and hyperglycemia in accordance with the student's emergency health care plan
        
        Be discrete/ respect student privacy
        
        Be informed about diabetes in children - get Level 2 Diabetes Management Training
        
        Accommodations
        
        Allow alternative times and arrangements for exams, permission for absences for appointments and illness
        
        Provide a supportive learning environment where students can:
        
        check blood glucose
        
        use smartphones and other monitoring devices
        
        administer insulin and medications
        
        eat snacks
        
        have bathroom privileges and access to drinking water
        
        Plan for field trips and parties
        
        Allow for extra breaks
        
        Assistive Technology
        
        blood glucose meters
        
        Nightscout project - app connected to a CGM (continuous glucose monitor)
        
        Glucagon emergency kit
        
        Epilepsy
        
        Interventions
        
        If seizure observed, document and report
        
        Frequent repetition of material
        
        Teach memory learning strategies such as mnemonics
        
        Limit overprotection at school
        
        Refer to school psychologist if needed
        
        Direct and scripted instruction
        
        Assistive Technology
        
        Light/ Audio sensitivity Flicker-free monitors
        
        Monitor Glare Guards
        
        Picture-exchange communication systems - (after seizure)
        
        Accommodations
        
        Memory Deficits
        
        Provide written/ pictorial instructions
        
        Use voice recordings
        
        Peer buddy note-taking/
        permit recordings
        
        Divide large tasks into smaller steps
        
        Use recognition rather than recall tasks
        
        Health concerns
        
        Be flexible
        
        Provide extra time or modify workload
        
        Provide private area to rest/ recover
        
        Use full spectrum lighting
        
        Population
        
        Statistics
        
        3 million Americans have epilepsy
        
        Of the 200,000 new cases a year, 45,000 are children and adolescents
        
        Nearly 30% or more students with epilepsy miss 5 or more days of school every 6 months
        
        Symptoms
        
        Blackouts or periods of confused memory
        
        Prolonged staring or unexplained periods of unresponsiveness
        
        Involuntary movements of arms and legs
        
        "Fainting spells" followed by excessive fatigue
        
        Odd sounds, distorted perceptions, or unexplained periods of fear
        
        Partial/focal seizures
        
        Generalized seizures
        
        :warning:Memory and concentration affected!
        
        Diagnosis
        
        Medical history
        
        electroencephalograph (EEG)
        
        CT scans or MRIs
        
        Treatment
        Anti-epileptic medication
        
        Tourette Syndrome
        
        Accomodations
        
        Tic Symptoms
        
        Provide separate test locations with time limits extended or waved.
        
        Provide a safe place for symptom release
        
        Give breaks
        
        Written Language Deficits
        
        Understand poor handwriting
        
        Provide alternatives like oral assignments, highlighting, taping or typing answers
        
        Condense or reduce assignments
        
        Understand spelling errors
        
        Executive Deficits
        
        Allow freedom of movement
        
        Assist with task prioritizing and management
        
        Assistive Technology
        
        Tablets, computers or scribes
        
        Audiobooks
        
        Recording Devices
        
        Speech-to-text devices
        
        Scanning pens
        
        Digital organizers/timers
        
        Online document sharing
        
        Interventions
        
        Reduce stress/ anxiety - make symptoms worse
        
        Normalize
        
        Ignore the symptoms that can be ignored
        
        Model acceptance
        
        Involve student in intervention plan or tic diversion
        
        Definition/ Symptoms
        
        neurological disorder characterized by tics or verbal outbursts that occur repeatedly
        
        Tics - rapid eye-blinking, facial grimacing, shoulder-shrugging, bending, twisting
        
        Vocalizations - throat clearing, sniffing, grunting
        
        :!:FYI: Specifically added to this category because it is " commonly misunderstood to be a behavioral or emotional condition, rather than a neurological condition."
        
        1 in 160 students (0.6%) have TS
  - - - Specific learning disabilities can be defined by a disorder in one or more of the basic psychological processes involved in understanding or using spoken or written language. It may imperfect ability to listen, think, read, write, spell, and/or to perform mathematical calculations. Project IDEA
    - - Oral expression
      - Listening comprehension
      - Written expression
      - Basic reading, fluency, and comprehension skills
      - Social skills deficits
      - Attention deficits
      - Mathematics calculations and reasoning
      - Poor motor abilities
      - Memory deficits
    - - High-incidence disability. This number of students is approximately 47.4% of all children receiving special education services.
      - 2.8 million students being served for specific learning disabilities
    - - Dyslexia
        
        Dyslexia is a term that refers to the difficulty with reading. People with dyslexia have difficulty connecting letters they see on a page with the sounds they make.
      - Dysgraphia
        
        Dysgraphia is a term used to describe difficulties with putting one’s thoughts on to paper. Problems with writing can include difficulties with spelling, grammar, punctuation, and handwriting.
      - Dyscalculia
        
        Dyscalculia is a term used to describe difficulties learning number related concepts or using the symbols and functions to perform math calculations.
      - Auditory Processing Disorder (APD)
        
        APD is a condition that affects how sound is processed or interpreted by the brain. Individuals with APD do not recognize subtle differences between sounds in words. They can also find it difficult to tell where sounds are coming from, to make sense of the order of sounds, or to block out competing background noises.
      - Visual Perceptual/Visual Motor Deficit
        
        A disorder that affects the understanding of information that a person sees, or the ability to draw or copy. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination.
    - - Breaking long tasks or assignments into smaller segments
        
        Provide direct and simple instructions (preferably one at a time)
      - Presenting limited amounts of information on a page
        
        Model what you want students to do
      - Gradually increasing the amount of time a student must attend to a task
      - Repetition, either oral or silent, of the information to be remembered
        
        Repeat or re-word complicated directions
      - Present information visually and verbally. Use diagrams, graphics and pictures to support instruction.
        
        Give assignments both in written and oral form
    - - Use books on tape, and books with large print and big spaces between lines
      - Model specific sounds, and ask students to produce each sound in isolation
        
        Teach students to blend, identify sounds, and break up words into sound. Model sounding out words, blending the sounds together, and saying the word.
      - Provide a quiet area for reading activities.
      - Model comprehension strategies and provide students with guided assistance
      - Have wide rule
        paper, graph paper, and pencil grips available
      - Provide alternatives to written assignments (video-taping or audio recording)
      - Use mnemonic devices to teach writing process (e.g. COPS: Capitalization, Organization, Punctuation, Spelling)
      - Teach pre-organization strategies, such as use of graphic organizers.
      - Have students complete writing tasks in small steps.
    - - Use manipulatives
      - Present activities that involve all sensory modalities – auditory, visual, tactile, and kinesthetic
      - Use rhythm and music to teach math facts and to set steps to a beat
      - Use materials such as games for practice, which are interactive and motivational
      - Have students self-chart progress by keeping track of how many and which facts are mastered
    - - Reading
        
        Text to Speech software
        
        Screen Reading software
        
        Audio Books
      - Writing
        
        Auditory Word Processing Software
        
        Graphical Word Processors
        
        On-Screen Keyboards
        
        Organizational/Outlining/Drafting Software
        
        Online Writing Support
    - - Project IDEA, Specific Learning Disabilities (http://www.projectidealonline.org/v/specific-learning-disabilities/)
        Learning Disabilities Association of America (https://ldaamerica.org/types-of-learning-disabilities/) Retrieved from https://ldaamerica.org/types-of-learning-disabilities
        Specific Learning Disability retrieved from:https://arksped.k12.ar.us/rules_regs_08/3.%20SPED%20ELIGIBILITY%20CRITERIA%20AND%20PROGRAM%20GUIDELINES%20FOR%20CHILDREN/PART%20I%20ELIGIBILITY%20CRITERIA%20AGES%205-21/I.%20SPECIFIC%20LEARNING%20DISABILITY.pdf
        Learning Disabilities and Disorders, retrieved from:https://www.helpguide.org/articles/autism-learning-disabilities/learning-disabilities-and-disorders.htm
        Do2Learn, SLD, retrieved from https://do2learn.com/disabilities/CharacteristicsAndStrategies/SpecificLearningDisability_Strategies.html
- - - - Sensorineural
        
        Causes
        
        Exposure to loud noise
        
        Aging (presbycusis)
        
        Head trauma
        
        Virus or disease
        
        Autoimmune inner ear disease
        
        Heredity
        
        Malformation of the inner ear
        
        Ostesclerosis
        
        Tumors
        
        Conductive Hearrng Loss
        
        Fluid in your middle ear from colds or allergies
        
        Ear infection. Otitis is a term used to mean ear infection, and media means middle
        
        Poor Eustacian tube function. The Eustachian tube connects your middle ear and your nose. Fluid in the middle ear can drain out through this tube. Fluid can stay in the middle ear if the tube does not work correctly.
        
        Mixed Hearing loss
        
        Hearing loss is caused by a combination of conductive damage in the outer or middle ear and sensorineural damage in the inner ear (cochlea) or auditory nerve.
      - Mixed
      - Conductive
      - Impact
        
        Students deafened in early childhood can be very different to students who have lost hearing later in life in terms of educational disadvantage . e.g. their range of vocabulary may be limited, which in turn may affect their level of English literacy.
        
        Deaf and hard of hearing students can sometimes prefer visual learning strategies. This can be challenging in an environment where much essential information is delivered exclusively by word of mouth.
        
        Students with a hearing loss may need to use assistive technology to participate in class.
        
        Students with hearing loss may appear isolated in the learning environment. It is a challenge for the students with hearing loss to interact with other students.
        
        The impact of hearing loss can cause delays in receiving learning material. Students who need information transcribed from tape must sometimes wait for a significant period of time before it can happen.
        
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    - - A reduction in the ability to perceive sound
    - - Difficulty following verbal directions
        
        Difficulty with oral expression
        
        Some difficulties with social/emotional or interpersonal skills
        
        Will often have a degree of language delay
        
        Often follows and rarely leads
      - Strategies
        
        Encourage students with a hearing loss to seat themselves toward the front of the class where they'll have an unobstructed line of of vision.
        
        Use assistive listening devices such as induction loops if these are available in the classroom. Hearing aids may include transmitter/receiver systems with a clip-on microphone for the lecturer. If using such a microphone, it is not necessary to change your speaking or teaching style.
        
        Ensure that any background noise is minimized.
        
        Repeat clearly any questions asked by students in the lecture or class before giving a response.
        
        Do not speak when facing the blackboard. Be aware that mustaches, beards, hands, books or microphones in front of your face can add to the difficulties of lip-readers.
        
        1 more item...
        
        Assistive technology
        
        Augmenting Devices or systems
        (They amplify sound, increase signal to noise ratio)
        
        Personal FM systems; they send a teacher's voice from a wireless microphone worn by the teacher through FM radio waves directly to a small receiver worn by the student with hearing loss. These systems can be used by students who use hearing aids or a cochlear implant and by those who do not.
        
        Soundfield systems send the teacher's voice from a microphone to one or more speakers positioned close to the child or mounted to a wall.
        
        Other Assistive Listening Devices: include infra-red systems which sound is transmitted using infrared light waves.
        
        1 more item...
        
        Transforming devices or systems (convert speech into text)
        
        Translation services are available which allow the words of the speaker to be transcribed by a trained individual using a keyboard, into text displayed on a monitor, screen, or laptop computer. An example is Communication Access Realtime Translation (CART) which provides word-for-word instant translation of spoken words into text; C-Print and TypeWell programs which provide condensed meaning-for-meaning instant translation of spoken words into text.
        
        Accessible Instructional Materials (AIM) may be a consideration as hearing loss can impact competency in reading.
        
        Captioning Services for video/audio productions. They provide captioned audio and video productions for students who are deaf/hard of hearing to support equal access to content.
        
        1 more item...
        
        https://www.youtube.com/watch?v=jylb7TDn2Tk
  - - - Traumatic brain injury is defined by the CDC as "as a disruption in the normal function of the brain that can be caused by a bump, blow, or jolt to the head, or penetrating head injury. Everyone is at risk for a TBI, especially children and older adults." (CDC, 2019)
      - Brain injuries that are congenital, degenerate, or induced by trauma at birth are not placed under the TBI section of the IDEA law
      - Types of injury associated with TBI
        
        Penetrating head injury where the head is penetrated by a foreign body
        
        Closed head injury is where the injury is caused by rotation or movement of the brain resulting in swelling or shearing of tissue
    - - Difficulty learning new information
      - Knowledge gaps
      - Cognitive dificulties
      - Emotional problems
      - Behavioral problems
      - Classroom strategies
        
        Assistive Technologies
        
        Learning and Study Strategies of Students with Traumatic Brain Injury: A Mixed Method Study
        
        Data collected
        
        Qualitative data: interviews with students with TBI. 3-4 people associated with each
        
        Quantitavite data: from the participants with traumatic brain injury and 15 to 26 of their same-class peers using the Learning and Study Skills Strategies Inventory ([LASSI] Weinstein, Shulte, & Palmer, 1987)
        
        Findings
        
        Students with TBI showed limitations in students ability to perceive their deficits
        
        Being unaware of strengths and weaknesses is likely to complicate a students progress through post-secondary education
        
        Students with TBI require high levels of motivation coupled with considerable effort to achieve academic success
        
        This success is also dependent on professionals working along side students to develop, modify and apply compensatory techniques effectively
        
        1 more item...
        
        Students with TBI who are unaware of their limitations is likely to inhibit the implementation of consistent and effective strategies to assist in learning
        
        This study highlighted the persistence of concern regarding over-accommodation of students and the effect it may have on facilitating academic success
        
        References
        Bush, E., Hux, K., Zickefoose, S., Simanek, G., Holmberg, M., & Henderson, A. (2011). Learning and Study Strategies of Students with Traumatic Brain Injury: A Mixed Method Study. Journal of Postsecondary Education and Disability, 24(3), 231-250
        Centres for Disease Control and Prevention (n.d.). Traumatic Brain Injury & Concussion. Retrieved from https://www.cdc.gov/traumaticbraininjury/index.html
        Instructional Strategies for Teaching Students with Traumatic Brain Injury (n,d.) Retrieved from https://www.ferris.edu/HTMLS/colleges/university/disability/faculty-staff/classroom-issues/traumatic-brain/TBI-ABI-strategy.htm
        Jantz, P. B., & Coulter, G. A. (2007). Child and adolescent traumatic brain injury: Academic, behavioural, and social consequences in the classroom. Support for learning, 22(2), 84-89.
        **
        
        Devices to assist memory and organization
        
        Calendar boards, or schedule organizers to assist with making daily, weekly or monthly schedules
        
        Color coded memory notebooks for students to make to do lists and write down important notes from the day
        
        Devices to facilitate communication
        
        Augmentative and alternative communication devices
        
        Can be as low tech as a system introduced e.g yes/no based on head nod, or blinking of eyes
        
        Ipad or tablet applications with image to speech function to assist with communication in the absence of speech
        
        Devices to assist with memory
        
        Audio and video recording devices to record classes so students are able to review information later
        
        https://www.youtube.com/watch?v=py_oIfVYB_Q
        
        Neuronode: a device that functions on muscle spasms to control electronic devices to assist with physical limitations
        
        Strategies for attention and concentration
        
        Reduce potential distractions in students workspace (for example, additional pencils and books)
        
        2.Divide work into smaller sections. suggest times and expectations for student to complete work
        
        3.Ask the student to repeat information they have just received
        
        4.Use cue words to alert student, and get their attention
        
        Strategies for memory
        
        1.Frequently repeat and summarize information as much as the student requires it
        
        Encourage the student to be able to categorize or "chink" information to help retention
        
        3.Teach the student to practice mental rehearsal, or special words to improve information recall
        
        Provide examples of instructional materials that link to prior knowledge and experience
        
        Strategies for organization
        
        Allow additional time for material or classwork review
        
        2.Encourage student to write daily a daily schedule and reinforce use of it
        
        Written cues for instructional material (first, do this. Next...)
        
        Employ written checklists, which can be checked following completion of work
        
        1 more item...
        
        Strategies for following direction
        
        Provide both oral and written instructions
        
        Asking students to repeat instructions to either the teacher or a classmate
        
        Underlining or highlighting different or significant instructions for assignments
        
        Rewriting difficult materials into easier to follow steps
        
        1 more item...
    - - 49% of TBI-related emergency room visits among children 0 to 17 years were caused by falls
      - The second leading cause of TBI is being stuck with, or struck against an object. Approx 1 in 4, or 28%.
      - Problems that can present in children with TBI (Jantz, P. B., & Coulter, G. A. (2007)
        
        cognition
        
        Language
        
        Memory
        
        attention
        
        Reasoning
        
        Abstract thinking
        
        Judgement
        
        Problem solving
        
        Sensory
        
        Perceptual
        
        motor abilities
        
        Psycho social behavior
        
        physical functions
        
        Information processing
        
        Speech
      - Falls and motor vehicle crashes were the first and second leading causes of all TBI-related hospitalizations (52% and 20%, respectively).
  - - - Facts and Background
        
        Approximately 1.3 billion people live with some form of vision impairment globally.
        
        826 million people with near vision live with impending visual impairment.
        
        The majority of people with visual impairment are over the age of 50.
        
        The leading cause of visual impairment are uncorrected refractive errors and cataracts.
      - Prevalence in Students (under the age of 18; USA only)
        
        93,600 visually impaired or blind students
        
        55,200 legally blind students
        
        5,500 braille readers
      - Assistive Technologies
        
        Computer Adaptations
        
        Braille translation software and equipment: converts print into braille and braille into print.
        
        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 Bbraille display: converts text on computer to braille by an output device connected to the computer.
        
        Adaptive Devices
        
        Braille notetakers: lightweight electronic note-taking device that can be connected to a printer or a braille embosser to produce a printed or brailled copy.
        
        Optical character reader: converts printed text into files on a computer that can be translated into audible speech or Braille with appropriate equipment and software.
        
        Electronic braillewriter: produces braille, translates braille into text or synthetic speech.
        
        Talking calculators: calculates with voice output.
        
        Optical Devices
        
        Closed Circuit Television (CCTV): enlarges an image to a larger size and projects it on a screen
        
        Magnifiers: enlarges images
        
        Telescopes: used to view distant objects
        
        Personal Accommodations
        
        Guide Dogs for the Blind: pairs visually impaired individuals with specially trained dogs to help them confidently navigate life
        
        Speak to text apps: various smartphone apps translate text to speech and read notifications
        
        Schools for the visually impaired: numerous schools around the world are specifically designed with visually impaired and blind individuals in mind. The link below leads to a list of schools for the blind and visually impaired:
        https://www.teachingvisuallyimpaired.com/schools-for-the-blind.html
      - Intervention Strategies
        
        Independence should be encouraged as much as possible to avoid “learned helplessness.” This can be done through independent movement, organization, and more.
        
        Organize the classroom so it is easy to maneuver and memorize.
        
        Ensure essential materials, such as textbooks and other materials are available in various formats, such as Braille text or audiobooks. Additionally, low vision students should be seated toward the front of a classroom so they can see the board and screen.
        
        Inquiry based teaching can benefit visually impaired students by helping them confidently have answers without needing to read.
      - https://youtu.be/fi3dH_QnnWQ
  - - - When a child does not reach their developmental milestones at expected times. It is an ongoing major or minor delay in the process of development.
        
        What are developmental delays in young children?
        
        language or speech
        
        vision
        
        movement - motor skills
        
        social and emotional skills
        
        thinking-cognitive skills
        
        Causes of developmental delay
        
        autism spectrum
        
        cerebral palsy
        
        fetal alcohol spectrum disorder
        
        1 more item...
        
        Strategies
        
        Physical Development
        
        Plan physical activity for times when the student has the most energy
        
        Provide simple, and fun obstacle courses that the student is capable of completing
        
        1 more item...
        
        Cognitive Development (intellectual abilities)
        
        Allow students time to complete tasks
        
        1 more item...
        
        Communication Development (speech and language)
        
        2 more items...
        
        Assistive technology
        
        Mobility aids such as wheelchairs, scooters, walkers, canes, crutches, prosthetic devices and orthotic devices.
        
        Hearing aids to help people hear more clearly.
        
        Cognitive aids, including computer or electrical assistive devices to help people with memory, attention, or other challenges in their thinking skills.
        
        Computer software and hardware such as voice recognition programs, screen readers and screen enlargement applications.
        
        Tools such as automatic page turners, book holders, pencil grips to help participate in educational activities.
        
        Physical modifications in the built environment, including ramps, grab bars and wider doorways to enable access to buildings
        
        References
        
        American Foundation for the Blind. (n.d.). Screen readers and text-to-speech synthesizers. Retrieved October 8, 2018, from http://www.afb.org/info/for-employers/accommodations-for-workers-with-vision-loss/screen-readers-and-text-to-speech-synthesizers/345
        
        Computer/Electronic Accommodations Program. (n.d.). Accommodations solutions: Cognitive. Retrieved October 8, 2018, from http://www.cap.mil/WSM/Solutions/ProductDisability.aspx?enc=lW621fBb2hawoKKX5Kj3oJXp1fr5ZDJqYtID2qY3TBY
        
        Luckasson R, Borthwick-Duffy S, Buntinx WHE, Coulter DL, Craig EM, Reeve A, et al. 10th ed. Washington DC: American Association on Mental Retardation; 2002. Mental retardation: definition, classification, and systems of supports. [Google Scholar]
        
        International Society for Prosthetics and Orthotics. Prosthetics and orthotics services. Retrieved October 8, 2018, from https://www.ispoint.org/page/POservices
        
        https://www.google.com/search?client=firefox-d&biw=1408&bih=688&ei=ddprXbCkAY2y0PEPnf6bqAo&q=developmental+delay+definition
        
        https://www.verywellfamily.com/what-are-developmental-disabilities-2162827
        
        https://www.google.com/search?client=firefox-b-d&biw=1408&bih=688&ei=mdprXYmfENWv0PEPnMSOgAw&q=developmental+delay+causes&oq=developmental+delay+causes&gs_l
        
        https://www.verywellfamily.com/what-are-developmental-disabilities-2162827
        
        https://do2learn.com/disabilities/CharacteristicsAndStrategies/DevelopmentalDelay_Strategies.html
        
        Assistive Technology for Developmental Delays https://www.youtube.com/watch?v=0Zosc8dEBf8&list=WL
    - - Intellectual disabilities
        
        Down syndrome
        
        Autism
        
        Tourette syndrome
        
        Cerebral palsy
        
        Spini bifida
        
        1 more item...
    - - No
      - What happens when children with Developmental Disabilities Grow Up?
        
        Some types of developmental disabilities such as spina bifida make it possible for an adult to function well socially or at a job while requiring significant physical supports. Others, such as Down syndrome, make it possible to function well socially, but require some level of support in the work setting.
        
        The severity of the disability. An adult with a mild disability may be able to work around and/or build skills to the point where they can function independently or with relatively little support.
        
        Amount and quality of therapy they received as children. A child who receives intensive, appropriate therapies as a youngster, is more likely to build skills and self-confidence - thus boosting the likelihood that they will do well as an adult.
        
        Personality. Every person with a developmental disability is different. Some adults with such disabilities feel "disabled", while others are determined to be as independent or successful as possible.
        
        Social network. An adult with a developmental disability may be quite isolated, or may be included in a warm and loving family and/or community. It is easier to be relatively independent in a community of people who know you and are willing and able to help you to succeed.
  - - - Source: [Understanding Multiple Disabilities] https://www.youtube.com/watch?v=xKqN21OdsLQ
      - Common Traits
        
        Delay in speech and communication
        
        Obstacles with mobility
        
        Assistance in preforming everyday activities (NICHCY, 2019)
        
        Individuals need assistance in many adaptive areas: cognitive ,physical, or communication impairments (Turnbull, Turnbull, & Wehmeyer).
        
        Lack of communication, limited speech
        
        Difficulty in basic physical movement
        
        A need for support in major life activities
      - Main Disabilities
        
        Dead-Blindness
        
        Somatic/neurological Disorders
        
        Motor Control Disorders
        
        Cerebral Palsy
        
        Sensory Impairments
        
        Epilepsy
        
        Autism
      - Classroom Support
        
        Early Intervention is vital
        
        IEP, Individual Educational Plan, this is a safety plan in which takes in to account students current status, including their abilities, weaknesses and strengths. IEP’s contain the goals that are set for the student and their academic performance.
        
        Four year plan
        
        Understanding IEP
        
        Parent Involvement communication between the school, home
        
        Communication with outside resources such as external paraprofessionals that can help support the Childs disability needs. Working with the special learner at least 1-2 times a week can be effective. Paraprofessionals can also guide the teacher and show strategies and activities that do work. (Pathstoliteracy, 2019)
        
        Inclusion in the classroom
        
        Collaboration in the classroom includes, educator, family, physical and occupational therapists, speech and languagepathoogfists and medical professional that can work closely with the special learner (Turnbull, Turnbull, Shank & Smith).
        
        https://www.youtube.com/watch?v=6FTESY7VApo
    - - Speech and language therapist
      - Speech to Text
        
        Learning disabilities including speech and language, speech to text can help learners with limited motor skills, physical disabilities, vision impairments and muscial dystorphy. (ASSISTIVE TECHNOLOGY AND EDUCATION, 2019)
      - [Assistive Technology in Action] https://www.youtube.com/watch?v=g95TO20hnmo
      - Occupational Therapist
      - Defined: Assistive technology provides students with disabilities endless opportunities to live a healthier more engaged life (Wise, 2012, p. 170). Meeting the needs of children whose physical impairments affect their learning, is a challenge faced in classrooms across the world. It is how we go about accommodating and modifying the curriculum and learning environment that matters most. According to Wise (2012), disability is defined as “an environmentally contextualized health-related limitation in a child’s existing or emergent capacity to perform developmentally appropriate activities and participate, as desired, in society.” (ASSISTIVE TECHNOLOGY AND EDUCATION, 2019)
      - Assistive Technology has the potential to assist students with disabilities in a classroom setting and outside of a classroom too.
      - Sound field System in classrooms
        
        https://www.youtube.com/watch?v=pJpB2H8sou8
        
        Special needs students with hearing difficulties use Sound field systems
      - Cognitive aids, hearing aids
      - Touch Screen Input assists students with impaired motor skills
    - - (2017, June 14). Disabilities. Retrieved from http://nichcy.org/disability/specific/multiple
        Downing, J. E., & Peckham-Hardin, K. D. (n.d.). Inclusive Education: What Makes it a Good Education for Students with Moderate to Severe Disabilities? Retrieved from https://journals.sagepub.com/doi/abs/10.2511/rpsd.32.1.16
        Understanding "Multiple Disabilities": A Guide to the IDEA. Retrieved from https://www.specialeducationguide.com/disability profiles/multiple-disabilities/
        (n.d.). Retrieved from https://study.com/academy/lesson/assistive-technology-for-multiple-disabilities.html
        Allen, E. (2015). Assistive Technology for Students with Multiple Disabilities, 14–19. Retrieved from https://pdfs.semanticscholar.org/79ce/3d56801508a7291fc604be7093b48d0921ea.pdf
        SPECIAL EDUCATION ELIGIBILITY, 2–4. doi: Chapter 9 - Multiple Disabilities
        Top 10 Tips for Working with Students Who Have Multiple Disabilities and Visual Impairments. Retrieved from http://www.pathstoliteracy.org/blog/top-10-tips-working-students-who-have-multiple-disabilities-and-visual-impairments
        Tech, G. (2015, December 23). Device Helps Children with Disabilities Access Touch Screen Devices. Retrieved from https://www.disabled-world.com/assistivedevices/computer/access4kids.php
  - - - Deafness means complete loss of the ability to hear from one or both ears; this is profound hearing impairment, 81 dB or greater hearing threshold.
      - Deafness is a profound type of hearing impairment, differs from other types in that it is complete, not partial or reduced
    - - Damage to development of speech
      - Damage to language and cognitive skills
      - Social isolation / stigmatization
      - Difficulty following verbal directions
      - Increased rates of grade failure
    - - Apps that help screen, monitor, and track hearing loss, such as hearWHO
      - CMC: Computer Mediated Communication
        (includes mobile phones, tablets)
        
        research shows that adolescents who more frequently used CMC develop higher reading comprehension skills later on
        
        https://youtu.be/YH3YLEZJasg
      - Speech-to-text services (i.e. spoken communication or audio translated in real time)
        
        2 types
        
        Verbatim
        
        Provides every word spoken, including filler words, false starts, misspeaks
        
        Meaning-for-Meaning
        
        Converts speech to grammatically correct sentences and uses visual formatting to reduce the number of words typed
        
        Pros
        
        Quick and efficient
        
        Provides students with choices based on learning preferences
        
        Cons
        
        Relatively expensive to implement
        
        3 Main Systems
        currently in use
        
        Communication Access Realtime Translation (CART)
        
        C-Print
        
        TypeWell
      - VRI (Video Remote Interpreting)
      - AIM (Accessible Instructional Materials), schools are required to provide these under the IDEA
      - Using technological devices in the classroom to communicate between teacher and student (e.g. typing a conversation through a screen)
      - Personal speech synthesizers (converts typed words into speech format, can be easily implemented individually on desks in the classroom)
      - Using dictation services on computers, cellphones and tablets to immediately convey speech visually in discussion
    - - Learn ASL to facilitate communication and provided a more comfortable environment
      - Ensure students are positioned in the classroom with a clear view of the instructor and teaching aides
      - Provide written / visual instructions for tasks and assessments, e.g. handouts or through multimedia
      - When addressing the class or students, ensure you are enunciating and speaking clearly while facing the students
      - Used closed captioning on any videos or audio materials
      - Screening of students for early identification to minimize and manage hearing loss
      - Use sign language interpreters when available
      - Develop and IEP in conjunction with Special Education services and sign language interpreters
      - Meet with the student's parents and previous teachers to be informed about individual learning preferences
      - Implement a regular schedule of breaks to help minimize stress
      - Repeat other student's questions
      - Pre-teach vocabulary using visual aids
    - - 60% of childhood hearing loss is due to preventable causes
      - Causes
        
        Congenital Causes, e.g. infections or problems during pregnancy, low birth weight, inappropriate use of drugs during pregnancy
        
        Acquired (Preventable) Causes, e.g. disease, injury, infections, excessive noise
      - 5% of the world's population suffers from hearing loss that may worsen into deafness if not addressed properly
- - - - Examples: BrailleNote
        BrailleNote mPower
        FaceToFace PC Communicator
        PAC Mate
  - - - Below is a comprehensive list of deaf-blind schools in the USA:
        
        https://doi.org/10.1353/aad.2019.0023
- - - - Individuals with neuromotor impairments have a higher incidence of additional impairments, especially when there has been brain involvement.
- - - - Audio books and publications
      - Optical character recognition
      - Speech synthesizers/screen readers