Categories of Disability Under IDEA
High Incidence Disabilities
Low Incidence Disabilities
Speech or Language Impairment Disabilities :
Speech or Language Impairment Disabilities
Assistive Technologies
Speech or Language Subcategory
“A language impairment” can entail difficulty comprehending words properly, expressing oneself and listening to others.
"Stuttering" provides an example of a fluency disorder; other fluency issues include unusual word repetition and hesitant speech.
"Impaired articulation” indicates impairments in which a child experiences challenges in pronouncing specific sounds.
“Voice impairment” involves difficulty voicing words; for instance, throat issues may cause an abnormally soft voice.
Augmentative and Alternative Communication Devices
Augmentative and alternative communication (AAC) is the use of symbols, aids, strategies, and techniques to enhance the communication process. This includes sign language, various communication boards, and both manual and electronic devices help those who have trouble with communication.
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.
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.
Electronic Fluency Devices
Electronic Fluency Devices are devices intended to help improve the fluency of people with stutters. They do this by playing the sound of the user's own voice back into their ear, slightly altered.
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.
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.
Multiple Disabilities
Concomitant [simultaneous] impairments (such as intellectual disability-blindness, intellectual disability-orthopedic impairment, etc.), the combination of which causes such severe educational needs that they cannot be accommodated in a special education program solely for one of the impairments. The term does not include deaf-blindness.
Multiple Disabilities could include hampered speech and communication skills.
Multiple Disabilities include challenges with mobility and a need for assistance in performing everyday activities.
Medical conditions such as seizures and “water on the brain” (hydrocephalus) can accompany multiple disabilities.
Multiple Disabilities Assistive Technologies
Mobility aids, such as wheelchairs, scooters, walkers, canes, crutches1, prosthetic devices, and orthotic devices.
Hearing aids to help people hear or 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, to help people with mobility and sensory impairments use computers and mobile devices.
Tools such as automatic page turners, book holders, and adapted pencil grips to help learners with disabilities participate in educational activities.
Closed captioning to allow people with hearing problems to watch movies, television programs, and other digital media
Physical modifications in the built environment, including ramps, grab bars, and wider doorways to enable access to buildings, businesses, and workplaces.
Lightweight, high-performance mobility devices that enable persons with disabilities to play sports and be physically active.
Adaptive switches and utensils to allow those with limited motor skills to eat, play games, and accomplish other activities.
Devices and features of devices to help perform tasks such as cooking, dressing, and grooming; specialized handles and grips, devices that extend reach, and lights on telephones and doorbells are a few examples.
Specific Learning Disabilities (Jennifer Marinos)
Mild Intellectual Disabilities
Mental Retardation
Hearing Impairments
Visual Impairments including Blindness (Jennifer Marinos)
Deaf-Blindness
Deafness
Other Health Impairments
Developmental Delay
Traumatic Brain Injury
Moderate to Severe Intellectual Disabilities
Visual Perceptual/ Visual Motor Deficit
Central Auditory Processing Disorder
Accommodations
Tyler Smet
Developmental Delay, or DD, is defined as children who are slow to reach, or are not reaching milestones in areas of development. These developmental areas include motor skills, communication skills, cognition, social emotional connections, and adaptive skills.
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How children make friends and learn independence
Social and emotional development
How children use and understand language
Speech and language development
How children think, learn and understand
Cognitive and intellectual development
How children play and use their hands
Fine motor development
How children move
Gross Motor development
My Activity 2 Mind Map To follow appropriate interventions.
Differentiate tasks to suit the learner. Learner may have delay in many areas, but have one particularly favoured area.
Set up the physical environment to suit different learning styles. Offer standing desks, traditional desks, group tables and comfortable reading spaces to have a varied environment.
Plan and review reasonable expectations for behaviour and assignments.
Adhering to a class schedule which shows the shape of the day can alleviate anxiety and assist those who may be suffering delay linked to Autism spectrum disorders.
Assistive Technology
Text to Speech - Enables students with poor gross/fine motor skills to input text and data without computer keyboard or pencil grip difficulties. This is low cost and user-friendly.
Visuals - Graphics, Visualizations, multimedia interface and graphic organizers can help keep focus and use less language with a mix of words and pictures for those needing special accommodation. This supports those with speech/language development as well as those with cognitive and intellectual development.
Interactive Apps and Learning Platforms With Headphones - Consider having reading and literacy platforms and games with are interactive and feature noise-cancelling headphones for focus required by students with speech delay.
No Tech Options - Pencil grips, book stands, visual timers, and large visible schedules
LPD: Can be characterized as difficulty in expressive- expressing what you want to say, receptive- understanding what others are saying, or mixed receptive- expressive- understanding and using language. (The Understood Team, 2019g)
NVLD: Brain based disability affecting abstract thinking and spacial relationship skills. NVLD is not one of the disabilities covered by IDEA (Patino, 2019).
Visual Deficits: Complex set of eight different types that typically do not appear on vision tests; visual discrimination, visual figure- ground discrimination, visual sequencing, visual- motor processing, long- or short- term visual memory, visual- spacial, visual closure, and letter symbol reversal (Arky, 2019.)
IDEA defines visual impairment as "an impairment in vision that, even with correction, adversely affects a child's educational performance. The term includes both partial sight and blindness" (“Defining Visual Impairment for Parents and Special Education Teachers,” 2013).
Accommodations (“Visual Impairment, Including Blindness | Center for Parent Information and Resources,” 2017)
Assistive Technology (“Visual Impairments - Project IDEAL,” 2009)
Screen Reader: Google read/write, speech to text and text to speech
Braille Translation Software: Software that can print text in braille and translate braille to text.
Screen Enlargement Software: Use of residual vision
Preferential seating: If students has partial vision, it is important to use the residual vision. Sitting near the screen/ board/ teacher for better line of vision and sitting in a safe place for mobility.
Reorganizing of classroom for safety: Orientation and mobility of the student
Use of Assistive Technology
The Individuals with Disabilities Education Act (IDEA) defines a specific learning disability as “a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations.” (“A Guide to Specific Learning Disabilities | Special Education Guide,” 2013)
Assistive technologises
Accommodations
mobility canes: used to assist the deaf-blind and blind to move around by using the touch of the cane to navigate
Braille displays: A device that turns digital text into braille dots that can be read with the fingers.
Braille Teletype Writers (TTY): A device that allows deaf-blind people to send typed messages across phone line. People who are deaf-blind may use an additional large print or Braille display to read the typed messages.
large print watches or clocks: some deaf-blind people might consider getting very large print watches to tell the time if they can still see partially. There are also options for them to get watches that have braille on them so they can read the time as well.
Develop consistent daily routines
Provide directions and instructions using the student’s preferred and strongest mode of communication
Have student sit close proximity of teacher
Carefully consider the arrangement of the classroom so that mobility is encouraged and comfortable for the child.
Consult with assistive technology specialists to discuss possibilities of low to high tech devices for increasing independence and participation.
Screen readers: A program that analyzes the layout and content of a website and provides a text to speech translation.
Assistive Technologies
Accommodations
Hearing Assistive Technologies, referred to as HATS
Frequency Modulation systems: With FM systems, sound is transmitted directly from a microphone worn by a teacher or another person speaking, and transmitted via FM radio signals directly to an individual at a constant volume, regardless of the a person's distance from the FM microphone
Infrared systems: An Infrared system uses invisible light beams to carry sound to a personal receiver
Audio Induction Loop systems: transmits an audio signal directly into a hearing aid via a magnetic field. This greatly reduces background noise, competing sounds, reverberation and other acoustic distortions that reduce clarity of sound.
Computers, Tablet Devices and Phones: There are many accessories for hearing aids or cochlear implants that can connect to media devices. There are cables that plug directly from a hearing aid or cochlear implant into tablet devices or phones, or couplers which transmit sound wirelessly from hearing aids to media devices.
Use Captions: To cater for these students it is important to use only captioned multimedia such as TV
Make use of available technology:
Many classrooms are now equipped with technologies such as interactive whiteboards (IWBs) and soundfield amplification systems
Use visual stimulus:
Students who have a hearing impairment require visual cues/ support in their learning to assist their understanding of content
Keep unnecessary noise to a minimum
Students who have a hearing impairment find it very difficult to concentrate when there is background noise
Classroom arrangement:
There are always variables as to where a student who has a hearing impairment should sit in the classroom. Ensure that these students are in a position where your voice is clearly heard, and where the sound of your voice is least obstructed.
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DEFINITION “an impairment in hearing, whether permanent or fluctuating, that adversely affects a child's educational performance but is not included under the definition of 'deafness.'” (Individuals with Disabilities Education Act (IDEA)
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CATEGORIES (National Dissemination Center for Children with Disabilities (NICHCY)
SEVERITY
EDUCATIONAL CHALLENGES
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the subjects of grammar, spelling and vocabulary
taking notes while listening to lectures
participating in classroom discussions
watching educational videos
presenting oral reports
Types of Hearing Loss https://hearnet.org.au/hearing-loss/types-of-hearing-loss Special Education Guide Copyright © 2013-2019 https://www.specialeducationguide.com/disability-profiles/hearing-impairments/ Assistive Technologies for Individuals Who Are Deaf or Hard of Hearing https://www3.gallaudet.edu/clerc-center/info-to-go/assistive-technology/assistive-technologies.html Teaching Strategies For Hearing Impaired Students https://www.ferris.edu/htmls/colleges/university/disability/faculty-staff/classroom-issues/hearing/hearing-strategy.htm
Teachers, students, and parents must all be trained in the use of the assistive technology and braille. It is important for all stakeholders to learn as much as possible about the impairment. The more we know the more we can help (“Visual Impairment, Including Blindness | Center for Parent Information and Resources,” 2017).
Slight
Mild
Moderate
Severe
Profound
Mixed
Conductive
Sensorineural
Auditory Processing Disorder
This is a problem stemming from the brain. A person has trouble telling where a sound comes from or understanding speech
This is a problem with the outer or middle ear. Sound passing to the inner ear is blocked or affected.
This is when the hearing organ, the Cochlea, and/or the auditory nerve is damaged. This prevents the sound transferring to the brain
Sources:
Defining Visual Impairment for Parents and Special Education Teachers. (2013). Retrieved October 8, 2019, from Special Education Guide website: https://www.specialeducationguide.com/disability-profiles/visual-impairment/
Visual Impairment, Including Blindness | Center for Parent Information and Resources. (2017). Retrieved October 9, 2019, from Parentcenterhub.org website: https://www.parentcenterhub.org/visualimpairment/
Visual Impairments - Project IDEAL. (2009). Retrieved October 8, 2019, from Project IDEAL website: http://www.projectidealonline.org/v/visual-impairments/
SPECIFIC ASSISTIVE TECHNOLOGIES
SPECIFIC ASSISTIVE TECHNOLOGIES
This is when both Conductive and Sensorineural Hearing Loss symptoms are visible.
Hearing Aids
Middle Ear Implants
Bone Anchored Hearing Devices
Hearing Aids
Cochlear Implants
Hybrid Cochlear Implants
OTHER ASSISTIVE TECHNOLOGIES
Devices to Enhance Listening
Devices to Give Information Visually
FM Systems
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Infrared and Audio Induction Loop systems
Coupling accessories (for connectivity to media devices such as computers, TVs, tablets, smartphones, etc.)
"Sound is transmitted directly from a microphone worn by a teacher or another person speaking, and transmitted via FM radio signals directly to an individual at a constant volume, regardless of the a person's distance from the FM microphone" (Clerc Center, October 2014)
"Different types of attachments may be connected directly to a personal hearing aid or cochlear implant, or sound can be transmitted to headphones or speakers. An Audio Induction Loop system is a cable (induction loop) that circles a room or is worn around the neck and transmits sound electromagnetically. The electromagnetic signal is picked up by the telecoil in a hearing aid, cochlear implant, or headset. To be tied into the audio loop, the telecoil is switched on in an individual's hearing aid or cochlear implant. " (Clerc Center, October 2014)
"There are cables that plug directly from a hearing aid or cochlear implant into tablet devices or phones, or couplers which transmit sound wirelessly from hearing aids to media devices".(Clerc Center, October 2014)
Captioning
Real-Time Transcription
Visual Alerting Devices
Telecommunication
These are special alarm clocks, emergency detectors, doorbells, etc that use vibrations and lights to alert the person
Captioning are enclosed type that one can read while watching a video or movie
This is instant translation of spoken word into text via machine, notebook computer or real-time software - One popular system is CART.
Captioned Telephones, Text Messages and Video Relay to Provide ASL interpreters.
TEACHING STRATEGIES / INTERVENTIONS
General
During lessons
Make instructions available in text format
Provide transcripts of audio information or closed captioning
Use multiple ways to demonstrate information
Allow extra time for oral responses
Keep Instructions brief and clear. If you need to repeat, use the same wording as before.
Pay attention to seating arrangements. Make sure the student can see you clearly. Front rows or desks.
Be flexible
Use visual aids and materials to better help the student
Face the class while speaking/ do not speak while handing out papers
Dont be afraid to ask the student what bests assists them
repeat comments or questions made by students
Emotional Disturbance
Emotional Disturbance is categorized as a High-Incidence Disability under the IDEA act, and it involves children showing one of several defined characteristics over an extended period of time. These characteristics are generally affecting daily academic and/or social life.
Assistive Technology
Intervention
Accomodation
Tyler Smet
Dictation: Speech recognition software allows a user to navigate, type, and interact with websites using their voice.
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a general or pervasive mood of unhappiness or depression
an inability to build or maintain satisfactory interpersonal relationships with peers and teachers
an inability to learn that cannot be explained by intellectual, sensory, or health factors
inappropriate types of behaviors or feelings under normal circumstances
tendency to develop physical symptoms or fears associated with personal or school problems.
schizophrenia
Try to motivate the student with activities toward their interests.
Offer varied learning spaces and flexible learning times, or extended periods of time for assessments or learning engagements.
Offer collaborative work spaces and groups/pairs that will support the learner as well.
Design a behvaiour plan and reflect often
Understanding Assistive Technology: How Do Deaf-Blind People Use Technology? (2019). Retrieved October 9, 2019, from https://levelaccess.com/understanding-assistive-technology-how-do-deaf-blind-people-use-technology/.
Center, C., & Gallaudet University. (n.d.). Accommodating Deaf and Hard of Hearing Students in Schools. Retrieved from https://www3.gallaudet.edu/clerc-center/tips-to-go/tips-to-go-bookmarks---supporting-educational-success/accommodating-deaf-and-hard-of-hearing-students-in-schools.html.
My Activity 2 Mind Map To follow appropriate interventions.
Jenkinson, P. (2017, May 25). Five tips for teachers of students with hearing impairment. Retrieved from https://mediaaccess.org.au/latest_news/education/five-tips-for-teachers-of-students-with-hearing-impairment.
Differentiated Instructional Strategies - Deaf-Blindness. (n.d.). Retrieved from https://ttaconline.org/differentiated-instructional-strategies-deaf-blindness.
Possible Characteristics for referral
Inability to learn without reason, including skill acquisition.
Behind in age expectancy benchmarks.
Short attention span and lack of motivation in class.
Often moody behaviour - with dramatic swings. with inappropriate behaviours or reactions. This may include daydreaming, interest in inappropriate material, frequent impulsive responses.
Often moving - may be prone to fidgeting.
Inability to learn from experience or logical consequences.
Interpersonal relationships may suffer due to conflict or disinterest/inability to communicate effectively.
Exhibits one of many general speech and communication; not replying, stuttering, bizarre voices.
Physical symptoms such as repetitive or soothing behaviours may occur
Inexpensive tech such as screen magnifiers, audio/telephone listening stations, laser pointers.
iPads and Tablets feature many interactive learning platforms built specifically to teach while retaining focus. Try - www.teachyourmonstertoread.com
-www.khanacademy.org
Text to Speech and drawing apps can let students express ideas more easily without writing
Countdown or relaxation apps to follow behaviour management strategies
Audio/Video reflection tasks
Peer interactions such as peer to peer tutoring and teaching
Dyscalculia: Characterized by a difficulty in understanding concepts and tasks related to numbers (The Understood Team, 2019e).
Accommodations
Assistive Technology
Extra time or untimed tests
Quiet space/ preferential seating
Calculator
Graph Paper
Dyslexia: A life long condition that makes it challenging to read with accuracy and fluency (The Understood Team, 2019c).
Accommodations
Assistive Technology
Audio Books
Multi sensory instruction such as raised lettering
Use of manipulatives
SImpler texts
Differentiated instruction: Oral presentation instead of written
Speech to text and Text to speech
Word Processor with spell check
Opendyslexic app: Font Enhancement to help with some symptoms of dyslexia (“Home | OpenDyslexic,” 2019)
Extra time to complete tasks
Dysgraphia: characterized by difficulty in writing; handwriting, typing, and spelling (The Understood Team, 2019a)
Accommodations
Assistive Technology
Pencil Grips
Provide notes/ handouts
Extra time for tasks
Word Processor to type responses
Paper with raised lines
Scaffold writing tasks
Differentiated assessment such as oral response, multiple choice
CAPD: Characterised by difficulty in distinguishing subtle differences in word sounds (The Understood Team, 2019d).
Accommodations
Assistive Technology
Noise canceling headset
Amplification system
More visual cues
Preferential seating to avoid sound pollution
Quiet space for assessments
Dyspraxia: Characterized by struggles with fine motor, gross motor, coordination, and motor planning skills (The Understood Team, 2019e).
Accommodations
Copy of class notes
Assistive Technolgy
Speech to text software
Preferential seating for safety
Differentiated assessments such as oral response
Accommodations(Special Needs Resource Blog, 2018)
Accommodations
Large Print
Option for oral response
Assistive Technology
Preferential Seating
Speech to text/ Text to speech
Enlarge print on screen
Additional time to complete tasks
Word Processor
Copy of notes
Use of tracking tools: ruler, colored guide paper
Accommodations
Multiple choice questions
Simplified texts
Repeat instructions- Ask students to re teach or explain instruction
Provide information prior to lesson: vocab sheets, key points to understand
Breaks as needed
Breaks as needed
Breaks as needed
Breaks as needed
Breaks as needed
Breaks as needed
Breaks as needed
Additional time to complete tasks
Assistive Technology
It is most helpful for these students to work with a Speech- Language Pathologist.
Scaffolding instructions and tasks
Additional time to complete tasks
Create Structure and Routine
Minimize transitions
Careful placement in collaborative activities
Assistive Technology
None recommended as not recognized as a disability covered by IDEA
A Guide to Specific Learning Disabilities | Special Education Guide. (2013). Retrieved October 8, 2019, from Special Education Guide website: https://www.specialeducationguide.com/disability-profiles/specific-learning-disabilities/
Arky, B. (2019, August 5). Understanding Visual Processing Issues. Retrieved October 9, 2019, from Understood.org website: https://www.understood.org/en/learning-attention-issues/child-learning-disabilities/visual-processing-issues/understanding-visual-processing-issues
Home | OpenDyslexic. (2019). Retrieved October 9, 2019, from Opendyslexic.org website: https://www.opendyslexic.org/
Patino, E. (2019, August 5). Understanding Nonverbal Learning Disabilities. Retrieved October 9, 2019, from Understood.org website: https://www.understood.org/en/learning-attention-issues/child-learning-disabilities/nonverbal-learning-disabilities/understanding-nonverbal-learning-disabilities
Special Needs Resource Blog. (2018, October 20). Teaching Strategies For Students With A Nonverbal Learning Disorder. Retrieved October 9, 2019, from Special Needs Resource and Training Blog website: https://specialneedsresourceblog.com/2018/11/27/teaching-strategies-for-students-diagnosed-with-nonverbal-learning-disorder/
The Understood Team. (2019b, August 5). Dysgraphia: What You Need to Know. Retrieved October 9, 2019, from Understood.org website: https://www.understood.org/en/learning-attention-issues/child-learning-disabilities/dysgraphia/understanding-dysgraphia
The Understood Team. (2019c, August 5). Dyspraxia: What You Need to Know. Retrieved October 9, 2019, from Understood.org website: https://www.understood.org/en/learning-attention-issues/child-learning-disabilities/dyspraxia/understanding-dyspraxia
The Understood Team. (2019d, August 5). Understanding Auditory Processing Disorder. Retrieved October 9, 2019, from Understood.org website: https://www.understood.org/en/learning-attention-issues/child-learning-disabilities/auditory-processing-disorder/understanding-auditory-processing-disorder
The Understood Team. (2019e, August 5). Understanding Dyslexia. Retrieved October 9, 2019, from Understood.org website: https://www.understood.org/en/learning-attention-issues/child-learning-disabilities/dyslexia/understanding-dyslexia
The Understood Team. (2019f, August 5). Understanding Language Disorders. Retrieved October 9, 2019, from Understood.org website: https://www.understood.org/en/learning-attention-issues/child-learning-disabilities/communication-disorders/understanding-language-disorders
The Understood Team. (2019g, October 8). Dyscalculia Fact Sheet. Retrieved October 9, 2019, from Understood.org website: https://www.understood.org/en/learning-attention-issues/child-learning-disabilities/dyscalculia/dyscalculia-fact-sheet
Sources
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Autism
Autism means a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, that adversely affects a child’s educational performance. Other characteristics often associated with autism are engaging in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences. The term autism does not apply if the child’s educational performance is adversely affected primarily because the child has an emotional disturbance, as defined in #5 below. A child who shows the characteristics of autism after age 3 could be diagnosed as having autism if the criteria above are satisfied.
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Accommodation
Assertive Technology
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Sensory Tools
Quiet Corner
Alternate Media
Extra Breaks
Daily Outlines
A detailed daily schedule will greatly assist with the transitions related to moving between the classroom, lunchroom, schoolyard and other destinations throughout the day.
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Teachers should provide multiple media options to suit each child’s specific learning style.
There are many different types of sensory tools suitable for classrooms, including stress balls, pencil toppers, tangle puzzles, clay, wiggle cushions, weighted lap pads, chair bands and foot rollers. Since fidgets are fun, yet low key, they are a nice tool to have available to all of the students to avoid having anyone feeling singled out or left out.
To prevent sensory overload, teachers can provide their students with a place to escape the constant barrage of noise and visual stimulus by creating a quiet corner in a low traffic area of the classroom. The corner should have somewhere for the students to comfortably rest and allow their sensory system to calm down. Noise canceling headphones or ear plugs, sleep masks and weighted blankets can all help the student overcome sensory overload and prepare to begin the learning process anew.
Teachers may want to suggest extra breaks at first to help kids become mindful of their feelings. Guided breaks also give kids a chance to see which break time activities provide the biggest benefits.
Organizational App
Because students with ASD have a difficult time with deviations from the norm, a visual schedule could be a helpful tool. Tablets give children the ability to carry their schedule with them and quickly make changes. Many of the apps also include a section for organizing daily activities, creating checklists, and keeping track of other important items. Consider programs like the Able AAC to meet this need.
Social Skills Programs
Programs like Aiko & Egor allow children to watch videos with a simple animation that models play skills and social behaviors based on research. Be sure to look for programs based on real research instead of anecdotal evidence.
Daily Living Skills
Life skills can be taught through instruction and presentations, and also through special software like Life Skills Winner. Life Skill Winner is an application that allows users to score points while learning daily living tasks in an interactive setting. The application is available through the web and also on mobile devices.
Phonetic Spelling Software
For many children with learning disabilities, reading and writing can be a challenge. Phonetic spelling software is designed to automatically convert the student’s typing into the word that they intended to write. For alternative reading options, students can always check out audiobooks. With the audiobook, students can follow along in their text and overcome reading difficulties
Variable Speed Recorders
Everyone has a different learning style, and many students struggle with understanding auditory lectures. For these students, a variable speed recorder is an ideal solution. In essence, the student just has to hit record while they are in class. Afterward, the recording can be slowed down or sped up for the student to listen to it again and again. If the pitch of the recording is
Orthopedic Impairments
Definition-a severe orthopedic impairment that adversely affects a child’s educational performance. IDEA specifies that this term to include "impairments caused by a congenital anomaly, impairments caused by disease, and impairments from other causes.”
Neuromotor Impairments
Musculosketal Disorders
Degenerative Disease
Categories
:"Various Diseases that can results in various levels of physical limitations"
Cebral palsy
Spina Bifidia
"Various diseases that affect motor development"
abnormality of, or damage to, the brain, spinal cord or nervous systems that sends impulses to the muscles of the body
Accommodations
Devices for Positioning & Mobility
Devices to Access Information
Speech recognition software
Screen Reading software
Augmentative and alternative communication devices
Academic Software packages
walkers
wheelchairs
cutches
specialized exercise equipment
Canes
Teaching Strategies
Creating a successful environment
Assisitive staff
Physical Therapsits
Occupational Therapists
Speech-Language Pathologists
Adapted Physical Education Teacher
William Trowbride
Accessibility and Classroom Layout
Modified Lesson Plans and Classroom Activites
Specialized Furniture
Reference
Davis, T. & Rocco-Dillon, S, (2010). Adapted Physical Education Desk Reference. PE Central ….Publishing, Blacksburg, VA.
Dominica, S. (2010, May 13). Teaching Students With Orthopedic Impairment. Retrieved from ….https://www.brighthubeducation.com/special-ed-inclusion-strategies/71197-having-a-child-….with-an-orthopedic-impairment-in-the-class/.
Orthopedic Impairments. (n.d.). Retrieved from http://www.projectidealonline.org/v/orthopedic-….impairments/.