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High-Incidence Disabilities (Nikola Stefanovic Speech or Language…

- - - - Text-to-Speech (TTS) Decoding print can be a stressor for children with ED. A TTS AT will read the words out loud to them on screen, and can potentially reduce any stress. (Parette et al, 2007) C-Pen Reader
    - - Graphic Organizers show visual representations of the content to be learned in a way that studens can more easily digest it. GO's "work by reducing o reliminating frustrations that might arise resulting from the anticipation of having to organize thoughts prior to composing a written assignment," (Parette et al, 2007: 4) Draft Builder
      - Speech Recognition programs allow students to write by dictation. SRs reduces the stress involved in writing. Dragon Naturallyspeaking Software ; Speak-Q
      - Talking Word Processors (TWP) say what is being typed by the student to remind them about spelling errors, grammar errors, etc. They help eliminate or minimize the stress that coincides with cognitive effort required in writing tasks. Writing requires many skills that children with ED may find frustrating, and may act out during these times. A TWP can be used to reduce this stress. (Parette et al, 2007) NJStar (Chinese TWP) Aspire Reader
    - - VIsual/auditory prompting/cueing devices are used to provide students with ED visual or auditory prompts of tasks that are needed to be completed. These can also be used to remind students of their behaviors throughout the day. Mini Time Tracker ; Time Timer ; Personal Digital Assistants ; Handheld Behavior Counters ; Low-Tech Visuals
      - Self Graphing Students with ED can learn to monitor their own behaviors by tracking them on their behavior report cards. This helps improve self monitoring skills, and reduces emotional disturbance incidents. Daily Behavior Report Card ;
    - - Social Stories - These teach students with EBD social cues, perspectives, and conflict resolution techniques. They are assistive technology by helping students "compensate for their difficulty understanding a social context and the behaviors that are appropriate within that context," (Parette et. al, 2007: pp. 8-9) The New Social Story Book
      - Power Cards - Power Cards are visual aids developed by educators and parents to help students make sense of social situations, routines, the meaning of language, and the ‘hidden curriculum’ embedded in all environmental settings," (Parette et al, 2007: 8) Power Cards
- - - - Abbreviation Expanders These help students who have difficulty spelling (i.e. dyslexia) spell words more quickly by inputting abbreviations for complex words or phrases that they can retrieve by typing in the abbreviated format (Stanberry & Raskind, n.d.).
      - Alternative Keyboards group letters according to more easily recognizable categories, such as by colours, for students with LD to more readily type their content (Stanberry & Raskind, n.d.)
      - Electronic Dictionaries
    - - Personal FM Listening System This system transmits the teacher's lecture directly into the students' ear so that they can listen with less distraction.
      - Whisper Phones These help students better hear phonemes so they can improve their phonological awareness, which is the foundation of reading and writing. [Whisper Phones] (https://therapyshoppe.com/products/31-social-skills-conversation-communication-skills-special-needs-kids?category_template=375)
      - Variable-Speed Tape Recorders these ATs help the student listen and play back what has been said by the teacher when they feel they have misunderstood any information.
    - - Optical Character Recognition is an AT that scans words directly from a paper and reads it aloud to the student.
      - Audio Books Using apps or programs that can verbally read content to students helps improve reading skills. Book Creator
      - Quizlet Flash card reading practice with visual and audio reminders.
- - - - 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
        
        Cluttering: excessively fast and jerky speech
        
        Stuttering: rapid-fire repetitions of consonant or vowel sounds especially at the beginning of words, prolongations, hesitations, interjections, and complete verbal blocks
      - Voice: speech impairments where the child’s voice has an abnormal quality to its pitch, resonance, duration, or loudness
      - Articulation: speech impairments where the child produces sounds incorrectly (e.g., lisp, difficulty articulating certain sounds, such as “l” or “r”)
        
        Substitutions: (wabbit for rabbit)
        
        Distortions: (shlip for sip)
        
        Omissions: (bo for boat)
    - - Semantic disorders are characterized by poor vocabulary development, inappropriate use of word meanings, and/or inability to comprehend word meanings. These students will demonstrate restrictions in word meanings, difficulty with multiple word meanings, excessive use of nonspecific terms (e.g., thing and stuff), and indefinite references (e.g., that and there).
      - Syntactic deficits are characterized by difficulty in acquiring the rules that govern word order and others aspects of grammar such as subject-verb agreement. Typically, these students produce shorter and less elaborate sentences with fewer cohesive conjunctions than their peers.
      - Morphological disorders are defined as difficulties with morphological inflections (inflections on nouns, verbs, and adjectives that signal different kinds of meanings).
      - Pragmatic difficulties are characterized as problems in understanding and using language in different social contexts. These students may lack an understanding of the rules for making eye contact, respecting personal space, requesting information, and introducing topics.
      - Phonological disorders are defined as the abnormal organization of the phonological system, or a significant deficit in speech production or perception. A child with a phonological disorder may be described as hard to understand or as not saying the sounds correctly. Apraxia of speech is a specific phonological disorder where the student may want to speak but has difficulty planning what to say and the motor movements to use.
  - - - Low-tech AAC - Any type of aid that does not require batteries or electricity. This includes things like a simple pen and paper to write messages on, as well as pictures boards, that can be carried to aid communication. On picture boards, users can point to images, words, pictures, drawings, or letters in order to communicate their message. The pointing might be done with the user's hands, other body parts, eye gaze, or a pointer held in the hands or mouth.
      - High-tech AAC - Any aid that requires electricity or batters. This includes specialized devices, software, smartphone applications, electronic communication boards, and keyboards. Many high-tech AAC devices are Speech Generating Devices, which means they can produce digitized speech when the user either types a message or presses on images, words, or letters.
        
        https://drive.google.com/file/d/1s0VHbmNzOJekYVIOuImihrd62_BlAn2j/view?usp=sharing
      - Unaided communication systems – Rely on the user's body to convey messages. Examples include gestures, body language, and/or sign language. One advantage of unaided communication communication systems is that it does not require any technology beyond the person's body.
    - - Frequency Altered Feedback (FAF) - Frequency Altered Feedback devices are similar to DAF but rather than delaying the user hearing their own voice, they change the pitch at which the user hears their own voice.
      - Delayed Auditory Feedback (DAF) - Delayed Auditory Feedback devices play the user's voice back delayed by a fraction of a second. DAF devices may resemble hearing aids or headphones with a microphone. There are also apps that can use DAF on phone calls.
  - - - have to miss class time to attend speech therapy programs, in or out of school
      - use relaxation techniques to help them speak more clearly
      - feel nervous, embarrassed, and frustrated when they're talking in class
      - need more time to answer oral questions in class or for tests
      - use assistive technology to better communicate in class
      - need seating accommodations, such as sitting in a front row, if their speech problems are related to a hearing impairment
- - - - taking care of personal needs (dressing, bathing, going to the bathroom)
      - health and safety
      - communicating with others
      - home living (helping to set the table, cleaning the house, or cooking dinner)
      - reading, writing, and basic math
      - social skills (manners, knowing the rules of conversation, getting along in a group, playing a game)
      - as they get older, skills that will help them in the workplace
  - - - Text-to-speech
      - Speech-to-text
      - Word prediction
      - Calculators and Maths software
      - Pentop computers
      - Graphic organisers
      - Audio recorders
      - Talking dictionaries
      - Audio books
      - Interactive whiteboards
      - Cue cards
      - Sticky notes
      - Pencil grips
- - - - Hearing Impairments (Thomas Zechmann)
        
        Deafness
        
        Assistive Technology
        
        Whisper Phones These help students better hear phonemes so they can improve their phonological awareness, which is the foundation of reading and writing. (https://therapyshoppe.com/products/31-social-skills-conversation-communication-skills-special-needs-kids?category_template=375)
        
        Accomdations
        
        Seat students away from auditory disturbances (Walters Community College, n.d.)
        
        Ask student to repeat instructions back to the teacher individually before continuing on with independent work (Walters Community College, n.d.)
        
        Close classroom doors and windows to minimize noise (Supporting Success, 2019)
        
        Teachers should avoid standing in front of windows where their head and mouth can be difficult to see (Supporting Success, 2019)
        
        Write all assignments on the board, with page numbers
        (Supporting Success, 2019)
        
        Make sure facial hair is away from the mouth or not covering the mouth (Supporting Success, 2019)
        
        Circular seating arrangements so that all students can see each others faces.
        
        Teaching Strategies
        
        Repeat clearly any questions asked by students in the lecture or class or write on the board before giving a response.
        
        Write or prepare key points on the board or for the student to look over
        
        Provide handouts in advance of class
        
        Act out anything possible such as stories with the children
        
        Other Hearing Impairments
        
        Assistive Technology
        
        Hearing Aids A device that makes some sounds louder so a person that is hard of hearing can hear
        
        Cochlear Implant A surgically implanted device that bypasses the normal hearing process and sends signals directly to the auditory nerve
        
        Translation Services A speakers words are transcribed by a trained individual
        
        Accomdations
        
        Seat students away from auditory disturbances (Walters Community College, n.d.)
        
        Ask student to repeat instructions back to the teacher individually before continuing on with independent work (Walters Community College, n.d.)
        
        Write all assignments on the board, with page numbers
        (Supporting Success, 2019)
        
        Teachers should avoid standing in front of windows where their head and mouth can be difficult to see (Supporting Success, 2019)
        
        Close classroom doors and windows to minimize noise (Supporting Success, 2019)
        
        Make sure facial hair is away from the mouth or not covering the mouth (Supporting Success, 2019)
        
        Circular seating arrangements so that all students can see each others faces.
        
        Teaching Strategies
        
        Repeat clearly any questions asked by students in the lecture or class before giving a response.
        
        Write or prepare key points on the board or for the student to look over
        
        Provide handouts in advance of class
        
        Act out anything possible such as stories with the children
        
        References • Accommodations for Students with Hearing Loss. (n.d.). Retrieved October 8, 2019, from https://successforkidswithhearingloss.com/wp-content/uploads/2019/04/Adaptations-Children-with-Hearing-Loss.pdf.
        • Assistive Technology in the Classroom For Deaf and Hard of Hearing . (n.d.). Retrieved October 8, 2019, from https://cid.edu/wp-content/uploads/2013/10/Assistive-Technology-in-the-Classroom.pdf.
        • Cochlear Implants. (2018, June 15). Retrieved October 8, 2019, from https://www.nidcd.nih.gov/health/cochlear-implants.
        • Hearing Assistive Technology. (n.d.). Retrieved October 8, 2019, from https://www.hearingloss.org/hearing-help/technology/hat/.
    - - Step Three: The IEP and Meeting
        The Individuals with Disabilities Education Act (IDEA) requires the school to complete an IEP within 30 days of the diagnosis/documentation. (National Center for Learning Disabilities, 2006) Parents are then invited to an IEP meeting to review the child’s current academic progress, agree upon academic goals, and clarify placement, accommodations, and transition plans. It is a forum for exchanging ideas and the IEP team members can offer you invaluable support. Students also participate in the process. Students attend IEP meetings and/or are guided through the IEP in a separate meeting.
      - Step Four: Placement, Accommodations and Specialised Services
        The students “placement” refers to the best learning environment for the student based on data-driven consensus and recommendations from an IEP team. In IEP meetings, the IEP team will discuss classroom accommodations and specialized services with the parents and the student as the plan develops and changes in response to the students’ needs. (Finch, 2017)
      - Step Two: Formal Assessment
        Response to Intervention (RTI): If a student is unable to consistently demonstrate mastery of a skill despite intensive intervention, the teacher will refer the student for assessment of possible learning disability or developmental impairment. (Deiner, 2013, pg. 66)
      - Step 1: Identify a Need
        Two questions can be used to evaluate how to best meet the needs of a child who has been identified with a disability: Does the disability impact his or her progress at school?; Does the child need specially designed instruction/special education)? (Deiner, 2013, pg. 66-71)
      - Step Five: Reviews and Progress Monitoring (Annual and Triennial)
        IEP meetings typically take place on an annual basis, though a meeting may be called more than once in the school year if necessary. The student will also undergo testing every three years to update the IEP and determine his or her continuing need/eligibility for special education services.
        (Bachrach, 2016)
      - Developmental Delays: Assistive Technology Options
        Available assistive technologies can help to augment a child’s education, motivate them, and assist in achieving academic success. (Kouroupetroglou, 2014)
        
        Text-to-Speech Software: Speech is often affected by developmental delays. Text-to-speech software can help students communicate what they need and/or ask questions. Students type what they want to communicate and the computer reads it out loud for them. (Understood.com Team, 2019)
        
        Assistive listening devices (ALDs) such as FM Systems:
        Students with hearing issues, such as those who wear hearing aids, for example, may find an FM system useful to process all of the sounds that surround them and focus on specific sounds/messages. An FM systems is an ALD that allows the teacher and the student use radio broadcast technology to communicate. Specific messages can be communicated to the student as a teacher speaks into a microphone and the student uses a receiver to hear the message. As a result, the student may find it easier to filter out background noises and hear the teacher more clearly. (FM/Assistive Listening Devices (ALD), 2016)
        
        Audiobooks: For children who struggle with reading and literacy, audiobooks to can make reading more accessible and help to make sense of the words. AbleNet Bookworm can be used to transform any book into an audiobook. Older students, may prefer the wide selection of reading materials available with a subscription with such as Audible. (The Tech Edvocate, 2019)
    - - https://www.youtube.com/watch?v=x2hWVgZ8J4A&t=79s (YouTube, 2019)
      - A developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, and adversely affecting a child's’ educational performance. (Individuals with Disabilities Education Act, 2019)
        
        Playing with toys & objects in an unusual way
        
        Resistance to environmental change
        
        Stereotyped Movements
        
        Unusual responses to sensory experiences
        
        Social interaction and communication problem
        
        Early Intervention
        
        Early intervention can improve a child’s overall development
        
        Psychological services, Physical therapy, Nursing services, Medical services, Speech and language services, Audiology or hearing services, and Counseling and training for an autism family. (Raising Children Network, 2019)
      - Teaching Strategies
        
        Various visual systems, use equipment like cards, objects, photographs, realistic drawings, boards or books with photos or pictures that represent tasks, actions or objects. Autistic children are visual learners and will better grasp visual instruction. Also, can learn to use these tools to understand what people are saying, ask for what they need, make comments and answer other people’s questions (Raising Children Network, 2019)
        
        Using play
        Play is how children learn, including how they learn a language. By playing games with your child, or just by making play part of your everyday activities, you can create opportunities for your child to develop language (Raising Children Network, 2019)
        
        Have consistent and clear routines or schedules with a visual timetable displayed to show what is going to happen (Raising Children Network, 2019)
        
        Children with autism spectrum disorder (ASD) can struggle with focus, attention, transitions, organization, memory, time management, emotional control, and frustration. We use these high-level abilities to help us do lots of daily tasks, like working cooperatively with others and prioritizing things we need to do(Raising Children Network, 2019)
        
        Use everyday interactions to help your child with autism spectrum disorder (ASD) learn about feelings and improve her ability to express and respond to emotions.(Raising Children Network, 2019)
        
        Build opportunities for the students to have social and collaborative interactions throughout the regular school day.(Raising Children Network, 2019)
        
        Make sure directions are given step-by-step, verbally, visually, and by providing physical supports or prompts, as needed by students. (Raising Children Network, 2019)
    - - Transition resources for students with multiple disabilities Episode 27 (Alison Youngker)
        https://www.youtube.com/watch?v=-sAp6SgdKDA
        
        Accommodations
        
        Changing the display of a book to meet the students needs.Paths To Literacy, (n.d.).).
        
        Support the text with tactile objects. (Paths To Literacy, (n.d.).).
        
        Allow child to listen to an audio version of the text. (Paths To Literacy, (n.d.).).
        
        Re-bind the book so it easily stays open. (Paths To Literacy, (n.d.).).
        
        Recording lesson verses note taking (Morin, 2019).
        
        Alternative Seating (Morin, 2019).
        
        Alternative time for completion of task (Morin, 2019).
        
        Assistive Technologies
        
        IntelliKeys allows students, who are unable to use a traditional keyboard and mouse, to use interactive learning tools. (Paths To Literacy, (n.d.).).
        
        Clicker5 allows students to write in complete sentences with an alternative method. (Paths To Literacy, (n.d.).).
        
        SMART Boards have many applications that can be used to assist students with multiple disabilities. (Paths To Literacy, (n.d.).).
        
        Talk to text (Morin, 2019).
    - - Accomodations
        
        Break classroom activities into smaller chunks (Schilling & Getch, 2012)
        
        Alternative/shorter writing assignments (Schilling & Getch, 2012)
        
        Provide regular goals (Schilling & Getch, 2012)
        
        Provide written outline of lectures and notes(Schilling & Getch, 2012)
      - Interventions
        
        Nonverbal cues (ie. tapping on desk) to correct/remind of behavior (Schilling & Getch, 2012)
        
        Spelling single words (Hux & Mahrt, 2019)
        
        Drilling on sight words (Dolch sight words) (Hux & Mahrt, 2019)
        
        30-60 minute speech language therapy sessions twice a day (Hux & Mahrt, 2019)
        
        Enter daily tasks and assigments into planner (Gilette & Depompei, 2008)
      - Assistive Technology
        
        PDAs to prompt daily tasks (Gilette & Depompei, 2008)
        
        Note-taking pens/devices (Schilling & Getch, 2012)
        
        Dragon Dictation software (Schilling & Getch, 2012)
        
        Alpha Smart devices (Schilling & Getch, 2012)
        
        PDAs with large screens, auditory prompts, stylus for data (Gilette & Depompei, 2008)
    - - According to the Individuals with Disabilities Education Act (IDEA) of 1997, a visual impairment refers to “an impairment in vision that, even with correction, adversely affects a child’s educational performance. The term includes both partial sight and blindness.”(https://http://sped.wikidot.com/visual-impairments)
        
        Reference:
        Coleman, M.B., Cramer, E.S., Park, Y. et al. J Dev Phys Disabil (2015) 27: 637.retrieve from https://doi-org.ezproxy.liberty.edu/10.1007/s10882-015-9440-6
        Lisa R. Tebo a resource guide for assistive technology for students with visual impairment (n.d.) retrieve from https://qiat.org/docs/resourcebank/TEBO_VI_Resource_Guide.pdf
        Teaching Students with Visual Impairments (n.d.) retrieve from https://www.teachingvisuallyimpaired.com/accommodations--modifications.html
        
        Accommodations
        
        the way students demonstrate learning
        -Modified assignments
        -Avoid activities requiring extensive visual scanning
        -Use of bold marker, raised line paper.
        -Oral testing
        
        Reduce writing assignment
        -Consideration for time needed for using equipment and eye fatigue and scanning ability
        
        setting
        preferential seating
        seated facing away from windows.
        permission to move about the room as needed
        Eliminate unnecessary background noise
        Avoid glare from overhead lights
        
        the way materials are presented
        -Copies of all written on the board or overhead information
        -high contrast color
        -verbalize all information
        -recorded text
        -contrast background
        
        Medium used:
        -braille
        -large print
        -audiotape
        -electronic text
        -oral testing/scribing
        
        Assistive Technologies
        
        AT for Art, Music and PE
        
        Magnification - handheld or digital magnifiers, a CCTV
        Textures and Materials
        Specialized Materials
        Low Tech Adaptations for Music
        Tape and string to set up a playing area
        Adaptive tools for PE
        
        AT for social study and sicence
        
        Magnification
        Visually Enhanced or Tactile Graphics
        Models and 3-Dimensional Objects
        Large Print, Tactile, Or Braille Measuring Tools
        Specialized Software
        
        AT for math
        
        Abacus
        Visually Enhanced Manipulatives
        Large display and large keys, tactile or braille keys and and talking calculators.
        
        AT for writing
        
        Writing Tools -bold felt-tip markers/ soft lead pencils
        Specialized paper with darkened lines, raised lines,colors
        Slate and Stylus
        Handheld Digital Recorder
        Video Magnification
        Word Processor
        Braille Notetaker
        Braille Embosser
        
        AT for reading
        
        Digital text
        Audio book
        Braille
        Handheld Magnifiers
        Video Magnifier
        Enlarged Text
        
        Visual impairment accounts for less than 0.5 percent of students served under IDEA,School year 2017–18
        https://nces.ed.gov/programs/coe/indicator_cgg.asp
    - - Examples of Other Health Impairments:
        ADHD, Asthma, ADD, Epilepsy, Hemophilia, Diabetes, Chronic Migraines etc.
        
        Accommodations
        
        Alternative Seating
        
        Unlimited Nurse Pass
        
        Break down tasks into smaller tasks.
        
        Alternative work
        
        Maintain a reliable schedule.
        
        Assistive Technologies
        
        Talk to text
        
        Interactive websites
        
        Pencil Grips
        
        Yoga Balls
        
        Computers/ Ipads
        
        Wheel Chairs
    - - Moderate to Severe Intellectual Disabilities
        https://www.youtube.com/watchv=K6WmGhY8Q4I
        
        See also: Mild Intellectual Disabilitiies
        
        Intervention
        
        Peer Tutoring
        
        Teaching skills using systematic instruction techniques
        
        Promotes social engagement
        
        Self Monitoring
        
        Students learn to use graphs and charts to check for comprehension
        
        Using graphic schedules to build and recognize routines
        
        Systematic Instruction
        
        Teaching skills in the setting they are most likely to be used.
        
        Using and gradually decreasing various methods of prompting.
        
        Identifying and teaching specific measurable skills
        
        Accommodation
        
        Using wait time to allow students to process and communicate
        
        Using paraprofessionals and resource teachers to supplement instruction
        
        Embedded instruction gives students multiple opportunities to practice skills
        
        Allowing students to complete a suitable proportion of tasks and activities
        
        Actively using students' prior knowledge
        
        Students with moderate to severe intellectual disabilities make up about 15% of the total number of students with IDs. This means they are .12% of total school enrollment as of 2015-2016 (NCES). They are characterized by noticeable developmental delays, decreased ability to communicate, and struggle with self care and exercise of autonomy.
        :
        
        Assistive Technology
        
        Computer assisted instruction as a facet of UDL
        
        Videos and images help students recognize vocabulary and concepts in visual form
        
        iPads to help with assisted reading materials and adapted texts
        
        Using Augmentative and Alternative Communication devices
        
        Interactive whiteboards used to highlight specific material and work on motor skills
- - - - How AT can help struggling students!
        
        Kelker (1997) developed the following list indicating that assistive technology may be considered appropriate when it does any or all of the following things:
        
        • Supports participation in the least restrictive educational environment.
        
        • Supports normal social interactions with peers and adults.
        
        • Provides greater access to information.
        
        • Enables an individual to concentrate on learning or employment tasks, rather than mechanical tasks.
        
        • Increases endurance or ability to persevere and complete tasks that otherwise are too laborious to be attempted on a routine basis.
        
        • Provides access for participation in programs or activities which otherwise would be closed to the individual.
        
        • Enables an individual to approximate normal fluency, rate, or standards--a level of accomplishment that could not be achieved by any other means.
        
        • Enables an individual to perform functions that can be achieved by no other means.