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IDEA Disability Categories (High Incidence (above 5%) (Speech-Language…

- - - - Definition
        Learning disabilities are disorders that affect the ability to understand or use spoken or written language, do mathematical calculations, coordinate movements, or direct attention.
        (https://www.ninds.nih.gov/disorders/all-disorders/learning-disabilities-information-page)
        
        Assistive Technology
        https://www.ldatschool.ca/assistive-technology/
        
        Writing
        
        Word processing
        
        Pencil grips
        
        Computerized pens
        
        Pages
        
        Dragon Dictation
        
        iWordQ
        
        Receptive
        
        Notepad
        
        Audio recorders
        
        Talking dictionary
        
        Visuwords (online dictionary)
        
        Audiobooks(app)
        
        Speaking
        
        Prezi (3D graphic organizer)
        
        ShowMe Interactive Whiteboard(App)
        
        Cue Cards
        
        Reading
        
        Sticky notes
        
        Storyline Online (Link)
        
        Kurzweil 3000
        
        Project Gutenberg
        
        Wikipedia
        
        Speak Selection
        
        Free Books
        
        GoodReader(Link)
        
        Highlighter strips
        
        Reasoning
        
        Audio recorders
        
        Inspiration(software)
        
        Graphic organizers
        
        Spark-Space(Software)
        
        Audacity(Software)
        
        SimpleMind+(app)
        
        Math
        
        IXL Math
        
        Sumdog
        
        Braiing Camp
        
        Graphing calculator
        
        Math Dictionary for Kids
        
        ShowMe(app)
        
        4-function calculato
        
        ScreenChomp(app)
        
        Assistive Technology Online Databese
        Tech Matrix (Link)
        
        [Using Assistive Technology to Support Learning]https://youtu.be/b0udSG_OyT0
        
        Auditory Processing Disorder
        
        Strategies
        
        Show rather than explain
        
        Supplement with more intact senses
        
        Reduce or space directions, give cues such as “ready?”
        
        Reword or help decipher confusing oral and/or written directions
        
        Dyscalculia
        
        Strategies
        
        Allow use of fingers and scratch paper
        
        Use diagrams and draw math concepts
        
        Provide peer assistance
        
        Suggest use of graph paper
        
        Dysgraphia
        
        Strategies
        
        Suggest use of word processor
        
        Avoid chastising student for sloppy, careless work
        
        Use oral exams
        
        Allow use of tape recorder for lectures
        
        Dyslexia
        
        Strategies
        
        Provide a quiet area for activities like reading, answering comprehension questions
        
        Use books on tape
        
        Use books with large print and big spaces between lines
        
        Provide a copy of lecture notes
        
        Language Processing Disorder
        
        Strategies
        
        Speak slowly and clearly and use simple sentences to convey information
        
        Refer to a speech pathologist
        
        Allow tape recorder for note taking
        
        Write main concepts on board
        
        Non-Verbal Learning Disabilities
        
        Strategies
        
        Rehearse getting from place to place
        
        Minimize transitions and give several verbal cues before transition
        
        Avoid assuming the student will automatically generalize instructions or concepts
        
        Verbally point out similarities, differences and connections; number and present instructions in sequence; simplify and break down abstract concepts, explain metaphors, nuances and multiple meanings in reading material
        
        Visual Perceptual/Visual Motor Deficit
        
        Strategies
        
        Avoid grading handwriting
        
        Allow students to dictate creative stories
        
        Allow students to dictate creative stories
        
        Suggest use of pencil grips and specially designed pencils and pens
        
        Accommodations
        (http://www.ldonline.org/article/8022/)
        
        Presentaion
        
        Provide on audio tape
        
        Provide in large print
        
        Reduce number of items per page or line
        
        Provide a designated reader
        
        Present instructions orally
        
        Response
        
        Allow for verbal responses
        
        Allow for answers to be dictated to a scribe
        
        Allow the use of a tape recorder to capture responses
        
        Permit responses to be given via computer
        
        Permit answers to be recorded directly into test booklet
        
        Timing
        
        Allow frequent breaks
        
        Extend allotted time for a test
        
        Setting
        
        Provide preferential seating
        
        Provide special lighting or acoustics
        
        Provide a space with minimal distractions
        
        Administer a test in small group setting
        
        Administer a test in private room or alternative test site
        
        Test Scheduling
        
        Administer a test in several timed sessions or over several days
        
        Allow subtests to be taken in a different order
        
        Administer a test at a specific time of day
        
        Other
        
        Provide special test preparation
        
        Provide on-task/focusing prompts
        
        Provide any reasonable accommodation that a student needs that does not fit under the existing categories
      - "In 2015-16, the number of students ages 3-21 receiving specail education services was 6.7 millio, or 13 percent of all public school students. Among students receiving special education services, 34 percent had specific learning disabilities"
        https://nces.ed.gov/programs/coe/pdf/Indicator_CGG/coe_cgg_2018_05.pdf
  - - - Boys 9.6% are more likely than girls 5.7% to have a communication disorder. NADCD statistics
      - 1 in 12 children ages 3–17 has had a Speech language NADCD statistics
      - 55.2 percent of U.S. children ages 3-17 with language disability received intervention services in the past year NADCD statistics
      - Voice, speech, language, or swallowing disorders is highest among children ages 3-6- NADCD statistics
    - - Speech impairments
        
        Articulation disorders
        
        Fluency disorder
        
        Voice disorders.
        
        Omissions: (bo for boat)/ Substitutions (wabbit for rabbit)/ Distortions: (shlip for sip)
        
        Stuttering
        
        Cluttering
      - Language impairments
        
        Phonological disorders
        
        Morphological disorders
        
        Semantic disorders
        
        Syntactical deficits
        
        Pragmatic difficulties.
        
        TEACHING STRATEGIES Beatriz's mind map Act 2- strategies- LINK
        
        GENERAL TEACHING ACCOMODATIONS WebLink
        
        Using peer assistance
        
        Written tests instead of oral
        
        Answer "yes" or "no" questions
        
        Graphic organizers
        
        SCHOOL SUPPORT- The general education teacher should work with the speech-language pathologist to incorporate strategies to help the student generalize strategies mastered in speech therapy.
        
        ASSISSTIVE TECHOLOGY According to the Technology-Related Assistance for Individuals with Disabilities Act of 1988 (Public Law 100-407), an assistive technology refers to any item, piece of equipment, or product system, whether acquired commercially, off-the-shelf, modified or customized, that is used to increase, maintain, or improve functional capabilities of individuals with disabilities
        
        Augmentative or alternative communication (AAC). Refers to any mode of communication other than speech—also known as Speech Generating Devices (SGD’s). - WEB LINK
        
        High Tech AAC devices.
        Speech Generating Devices (SGDs) or Voice Output Communication Aids (VOCAs)
        
        Communication board- Cheap talk
        
        Dynavox device
        
        Tablets
        
        Symbols
        
        Photographs
        
        Pictures
        
        Hand signals
        
        Drawing
        
        Gestures
        
        Words and letters
        
        How can AAC support children? VIDEO
        
        Story Retelling with AAC in the classroom https://youtu.be/K2VlH1JdubI
        
        Low-tech/Paper-based
        Do not need batteries, electricity or electronic
        
        Communication board/book
        
        PEC (Picture exchange communication system)
        WEb Link
        PECS is a unique alternative/augmentative communication system developed in the USA in 1985 by Andy Bondy, PhD, and Lori Frost, MS, CCC-SLP.
        
        4 more items...
        
        First Words The program uses graphic presentations combined with synthesized speech to teach high-frequency LINK
  - - - Early Intervention (before age 3)
      - Special Education (age 3-21)
        
        Categories of OHI (Other Health Impairments)[Department of Education] (https://sites.ed.gov/idea/regs/b/a/300.8/c/9)
        
        Heart Condition
        
        Hemophilia
        
        Epilepsy
        
        Lead Poisoning
        
        Diabetes
        
        Leukemia
        
        Tourette Syndrome
        
        Rheumatic Fever
        
        ADD/ADHD
        
        Asthma
        
        Nephritis
        
        Sickle Cell Anemia
        
        (https://www.specialeducationguide.com/disability-profiles/other-health-impairment/)
        These acute and chronic conditions all the educational environment through one or more of the following:
        
        Limited Vitality
        
        Limited Alertness
        
        Limited Strength
  - - - About 1 in 59 children are identified with ASD
        
        4 times more common among boys
        than among girls
    - - Treatment
        
        Behavioral Management Therapy: reinforce wanted behaviorsand reduce unwanted behaviors
        
        ABA (Applied Behavior Analysis)
        (youtube video): start from 5'37"
        
        Early Intervention
        
        Early Intervention Office by State Resource Guide for ASD
        
        Speech Language Theraphy
        
        Verbal :loud_sound:
        
        Nonverbal :memo:
        
        Assistive Technology for Communication
        
        Educational or School Based Therapy
        
        a combination of one-on-one, small group, and regular classroom instruction.
        
        Social Skills Training :silhouettes:
        
        teaching how to interact with others
        
        reading facial emotions
        
        The Transporters (Link)
        
        FaceSay(Link)
      - Teaching Strategies for ASD
        
        Use simple, concrete language
        
        use visual cues, support
        
        avoid long sentenses, idioms
        
        Techniques for Teaching Students with Autism Spectrum Disorder. (2018, February 16). Retrieved October 6, 2019, from https://online.sju.edu/graduate/masters-special-education/resources/articles/techniques-for-teaching-students-with-autism-spectrum-disorder.
        
        Give limited, clear choices
        
        avoid wider variety of choices
        
        "Do you want this, or that?"
        
        Be gentle in critisism
        
        use gentle regular tone of voice
        
        choose gentle words
        
        Look at some strategies from "Classroom Strategies Database"
        Go to: Aska's Coggle
        
        ABA
        
        Solve sensory problems
        
        aware of classroom setting
        in terms of light, noise level, smell
        
        have sensory stimulating items
        in class to calm down
        
        Discrete Trial Teaching (DTT)
        
        Step by Step Instructions (Link)
        
        What does it look like? https://www.youtube.com/watch?v=7pN6ydLE4EQ
      - Symptoms
        
        It can be vary from mild to severe. That is why it is called "Spectrum". If you notice a student with poor social behavior or communication skills, it could be a sign of ASD.
        
        Aska's Coggle
        Some of the struggling signs may be caused by mildness of ASD
        
        Social Behavior Issues
        
        Has poor eye contact
        
        Seems to prefer play/be alone
        
        Seems to be in his/her "own world"
        
        Not interested in other children
        
        Seems to tune people out
        
        Does not understand personal space boundaries
        
        Has trouble understanding other people’s feelings or talking about own feelings
        
        Signs and Symptoms of Autism Spectrum Disorders | CDC. (2019, August 27). Retrieved October 6, 2019, from https://www.cdc.gov/ncbddd/autism/signs.html.
        
        Communication Issues
        
        Doesn't follow directions
        
        Seems to hear sometimes, but not other times
        
        Used to say a few words, but now does not
        
        Give unrelated answers to questions
        
        Unusual Interests and Behavior Issues
        
        Have obsessive interests
        
        Has to follow certain routines
        
        is very organized
        
        Get upset by minor changes
        
        Lines up toys or other objects
  - - - Definition: " Developmental Delay is when [a child] does not reach their developmental milestone at the expected time. (Developmental Delay ) Link
        
        Causes
        
        Genetic (down syndrome etc)
        
        Complications at birth (premature,infections etc)
        
        Unknown
        (University of Michigan)
        
        Malnutrition
        
        Anemia
        
        Lack of nurturing and stimulating environment background
        ( Krishnamurthy, 2016)
        
        4% of kids between 2 and 11( Morin)
        
        Boys more than girls (Morin)
        
        https://www.understood.org/en/learning-attention-issues/treatments-approaches/early-intervention/developmental-delays-by-the-numbers
        
        Considerations: If the child is premature, the child will naturally develop a little later. (If they were 6 weeks premature, they may develop 6 weeks later than others) (Morin)
        
        "Early Childhood Developmental Delay and Disability" by Vibha Krishnamurthy for OPENPediatrics (Link)
        
        Where the issue could appear and how to help (strategies and assistive technology)
        
        Understanding and processing sounds
        
        FM systems (link) - to help the student focus on the teachers voice and block out other noises.
        
        Speech issues
        
        Text to Speech software (link)
        
        Literacy and Reading issues.
        
        Audiobooks
        
        Audio Bookmaker (Link) converts all books into audio
        
        Audible (link) for older students
        
        Best to intervene as early as possible (age 3) (Krishnamurthy,2016)
        
        https://www.youtube.com/watch?v=qhGRc4QYNIQ
        
        General Strategies
        
        Be responsive with the child
        -Be attentive
        
        Listen to their issues
        (Krishnamurthy, 2016)
        
        Cognative Social/Emotional
        Communication
        Adaptive
        Physical
        
        Physical issues - 'Crabby Writer' or 'Shapes and
        Robots Tracing'
        (Hope)
        
        Link Title
        
        Cognitive delays - Visual schedules - 'First then visual schedule'
        
        Link Title
        
        Social/ Emotional Delays - Social Stories
        
        Morin, A. (n.d.). Developmental Delays by the Numbers. Retrieved October 5, 2019, from https://www.understood.org/en/learning-attention-issues/treatments-approaches/early-intervention/developmental-delays-by-the-numbers.
  - - - DEFINITION: "significantly sub average general intellectual functioning" 2+ standard deviations below average on a standardized intelligence test and with deficits in adaptive behavior.
        [Oregon Department of Education]
        (https://secure.sos.state.or.us/oard/displayDivisionRules.action?selectedDivision=2556)
        
        RESOURCES [Project IDEAL]
        (http://www.projectidealonline.org/v/intellectual-disabilities/)
        
        ORGANIZATIONS The Arc, TASH, AAIDD, Elwyn, Best Buddies, etc.
        
        TEACHING STRATEGIES
        Direct instruction in life skills -- time and money management, hygiene, vocational training, leisure activities, community resources. Literacy should be tied to student interests and other general education pursued. Break complex tasks into simple steps, focus on one topic at a time, work 1-1 or in small groups, lots of practice and repetition, clear verbal cues, and praise for success
        
        ASSISTIVE TECHNOLOGY Specific tools, actual objects, manipulatives, specialized software Click for 30s VIDEO
        
        IMPACTS: In additional to difficulty learning, students may have motor control issues and challenges with social interactions
        
        CAUSES: Genetics (Downs', Fragile X, PKU), Pregnancy/Birth (Fetal Alcohol, mother's illness, malnutrition), Early Childhood (poverty, illness, toxin exposure, under stimulation, near drowning, head trauma)
        [Click for more detail]
        (https://www.healthyplace.com/neurodevelopmental-disorders/intellectual-disability/intellectual-disability-causes-and-characteristics)
  - - - Assistive Technology
        
        Text to - Speech Software
        
        Microsoft Software
        Text read to student to minimize the challenges of task, such as print decoding and relieve stress. (Lynch, 2018)
        
        The Talk Light
        
        Mid-tech device
        Light flashes the color green, yellow, red according to the noise in the room. It reduces stress and noise in classroom, teachers self-monitoring of noise, positive reinforcements and keep negative behavior under control. (Frederick, 2016)
        
        Reminder Devices
        
        Such as: Vibrating watch.
        It helps students to refocus on the task from distractions and help be more independent. (Lynch, 2018)
        
        Brain-Based Learning Centers
        
        Corner 1
        For relax and calm down from the negative emotions w/relaxing music and art. (Desautels, 2017)
        
        Corner 2
        Quiet area for students to study and complete their work. (Desautels, 2017)
        
        Corner 3
        Problem-Solving Center where students can collaborate, discuss project, ideas. ( Desautels, 2017)
        
        Interactive educational websites
        for Social - Emotional Skills Training such as: Second Step
      - Other accommodations/strategies
        
        Establish Clear Sets
        of Rules w/ Consistent Consequences
        
        Build Good relationship
        
        Listen
        
        Make jokes
        
        Use board Games to build social and emotional skills
        
        Use positive Reward System
        
        Allow Free/Fun time
- - - - Differentiation of the content
      - shortened assignments
    - - Assistive technologies and communication supports
        
        Speech synthesizer
        
        Eye-pointing and facial expressions
        
        Communication boards
        
        Images
        
        Words
        
        Letters
        
        Augmentative and alternative communication (AAC) device
        
        Recording device
        
        Adapted print materials and tools
        
        Adapted keyboards
      - Offering more time to complete tasks
      - Fun activities that involve the 5 senses
        
        Rhyming games
        
        Finger plays
        
        Finger painting with bubles or shaving cream
        
        drawing with frosting or pudding during snack
      - Differentiated instruction
        
        Process
        
        Product
        
        Level of support offered to the student
    - - Flexible multi-level groupings
    - - Speech and language pathologist
      - Counselor
      - Parents
      - Physiotherapist
      - Occupational therapist
      - Psychologist and Psychiatrist
      - Doctor
- - - - Neuromotor Impairments
        
        Spina Bifida
        
        Cerebral Palsy
      - Degenerative diseases
        
        Muscular Dystrophy
        
        Tuberculosis
        
        Osteomyelitis
      - Musculoskeletal disorders
        
        Limb deficiency
        
        Juvenile Rheumatoid Arthritis
        
        Angular Bone deformity
        
        Cleft li[p
    - - Assistive technologies
        
        Devices for positioning and mobility
        
        cane
        
        walkers
        
        crutches
        
        wheelchairs :wheelchair:
        
        Specialized exercise equipment
        
        Specialized chairs, desks,and tables
        
        Lifts
        
        Devices to access communication and information
        
        speech recognition software
        
        Speech to text software
        
        Communication devices
        
        eye gazes boards
        
        visual boards
        
        Communication apps[proloquo2go]https://www.talktometechnologies.com/pages/proloquo2go
        
        pecs
        
        screen reading software
      - Teaching straegies
        
        Modifications
        
        special curriculums
        
        life skills
        
        n2y [n2y]https://www.n2y.com
        
        Shortening assignments, fewer assignments, assignments under grade [Understood Academic Modifications: what you need to know]
        
        https://youtu.be/tuKdIxmd6QE
        
        Differentiation ideas in classroom
        
        Accommodations
        
        Presentation
        
        Use of screen reader
        
        • Large print
        
        • Paper-based test
        
        • Opportunity to “mask” portions of test items, worksheets (ruler, card with
        
        opening cut out, etc.)
        
        • Color contrasting (invert colors, change background/font, colored overlays)
        
        • Increased space between letters, words, or sentences
        
        • Braille
        
        • Instructions read aloud
        
        • Audio books
        
        • Electronic books
        
        • Copy of slideshow, teacher notes, or peer notes
        
        • Outline of content
        
        • Underline instructions
        
        • Use of student-friendly terms
        
        • Highlighted text/materials
        
        Response
        
        Speech-to-text
        
        • Voice recording device
        
        • Computer or tablet
        
        • Scribe
        
        • Calculator
        
        • Spelling/Grammar device
        
        • Word prediction software
        
        • Prompt/encourage response
        
        Graphic organizers
        
        • Specialized (graph, lined, blank, raised lines) paper
        
        • Slant board
        
        • Pencil grip or large pencil
        
        • Abacus/tactile math manipulatives
        
        • Opportunity to respond orally
        
        • Opportunity to respond in writing
        
        • Respond using communication board
        
        Setting
        
        Reduced distractions
        
        • Preferential seating
        
        • Noise buffers/headphones
        
        • Change in location
        
        • Adaptive furniture
        
        • Redirect student to task
        
        • Placement during transitions (first/last in line, next to adult, etc.)
        
        Time and schedule
        
        Extended time
        
        • Multiple or frequent breaks
        
        • Change time of day, schedule, or order of activities
        
        • Prompts to remain on task
        
        • Countdown timers
        
        • Use of visual schedule
        
        Other
        
        Notebook or folder system for organization
        
        • Clear expectations
        
        • Positive reinforcement system
        
        • Group size
- - - - Genetic or Hereditary Factors
      - Infections
      - Developmental Abnormalities
      - Environmental/Traumatic Factors
    - - Conductive Hearing Loss
      - Sensorineural Hearing Loss
      - Mixed Hearing Loss
      - Central Hearing Disorders
  - - - Oral communication includes speech, speechreading and the use of residual hearing.
      - Manual communication involves sign language, fingerspelling, and/or cued speech.
      - Total Communication as a method of instruction is a combination of the oral method plus sign language, fingerspelling and cued speech.
    - - Teachers of the Hearing Impaired
      - Speech-Language Pathologists
      - Audiologists
      - Interpreters
    - - Use Amplification Systems
        
        :loudspeaker: :studio_microphone:
      - Speechreading Friendly Seating Area
        
        :seat: :female-teacher::skin-tone-2:
      - Captioned Films/Videos
        
        :film_frames:
      - Assistance of a Notetaker
        
        :keyboard:
      - Variety of Teaching Input (Visual)
        
        :eye-in-speech-bubble:
      - Non-Noisy Classroom Environment
        
        :speaking_head_in_silhouette: :speak_no_evil:
    - - Teacher & Peer
        
        Friendly Caring
        
        Understanding
        
        Respecting
        
        Collabration
        
        Encouragement
  - - - Enhance Learning
      - Remove Berriers
      - Push Boundaries
      - Give Hope
      - Challenge the Way People Think
- - - - Touch cues (Project, 2013)
        
        finger spelling
        
        Braille
        
        Always ask permission before touching an individual!!
        
        If a subject like Math, use manipulatives and other tactile assistants
      - allow for slower response time for student to process all info (Project, 2013)
      - Use large print in handouts or on the board
      - Play to an individual's strength. If they hear better, use assistive technology for hearing; if their sight is better, use large fonts, color, and hand signals. (Virginia, 2019)
      - Go to Abby's flowchart Link
    - - Braille Translation Software and Braille printer (Project, 2013)
      - Screen enlargement/zoom function (Project, 2013)
      - colored boxes and print that are easy to see for worksheets or presentations (Virginia, 2019)
      - Dictation speech-to-text (Foley, 2019).
- - - - Face the student & make sure they can see your lips/body language (Laurent, 2014).
      - use subtitles for all videos
      - give directions in written format as well as verbal
    - - Sound amplification devices worn by the teacher that link with student's hearing aids (Gladden, 2013).
        
        For more information, watch this video
        https://www.youtube.com/watch?v=h1s8WkvhV8U
      - Apps to help learn sign language
      - Lesson plan app with embedded videos of the teacher in sign language. For an example of this in a school for deaf children, click here
      - Use online discussion forums rather than in-class discussions so student can participate (Gladden, 2013).
- - - - Physical mobility
      - Self-care skills
      - Communication skills
      - Emotional and behavioral regulation
      - Cognition
    - - Acute medical complications
      - Preinjury characteristics
      - Age of the child
      - Interaction of these factors with the family system and environment
      - Nature and severity of the injury
    - - Mild
      - Moderate
      - Severe
  - - - Assistive technologies
        
        Understanding, Regaining Knowledge and Assistance with educational products
        
        Computers or word processors
        
        Recorder devices
        
        Audio books
        
        Virtual Reality for previously mastered tasks
        
        Electronically transcribed textbooks
        
        Enlarged text/ magnifiers
        
        Alectronic spellers
        
        Calculator
        
        Communication
        
        Augmentative communication devices
        
        Bea's mind map ACC resources LINK MAP
        
        Word predicting programs
        
        Organizational
        
        Physical planners and memory notebooks
        
        Timers, alarms, and beepers
        
        Concept Mapping Tools
        
        Mobility
      - of classroom environment
        
        Quiet and simplified classroom environment
        
        Removing extra materials
        
        Seating the student near the teacher or by an appropriate peer
        
        Students may use an FM unit or earplugs to reduce external noise
        
        designated space in which to rest or take time out from stimulation and be allowed to have “down time.”
        
        Facilitate mobility and accommodate physical needs
      - for cognition problems
        
        Provide visuals to minimize the reduced concentration and the memory problems
        
        Dividing work or task lengths into smaller sections
        
        Predictable and consistent routine
        
        Need for rest breaks
        
        Written schedule or posting a visual chart of the daily routine
        
        simplified instructions, written or picture checklists of task steps, maps, or strategically placed signs to carry out tasks
        
        Allot more time to finish tasks
        
        provide student with a designated notetaker from the class
    - - Differentiated instruction
        
        Process
        
        Level of support needed by the student
        
        Product
      - Work with a team of professional according to the students needs
        
        Communication and coordination between the hospital, therapists, family, and the school system is a critical first step in student’s returning to school.
        
        Routine testing of recovery, cognitive ability and efficacy of accomodations
        
        Individual Learning Plan
      - Individual Instruction
        
        Preteach/ Reteach
        
        Provide Immediate Feedback
        
        Use examples relevant to the students life
        
        Rationale for relevance of skill
- - - - Explain any visuals
      - Always give oral instructions
      - Ask students to clap to ask a question
      - Address all students by name
      - Use Expanded Core Curriculum
      - Give visually impaired or blind students additional time to complete work
      - Provide tactile learning experiences
    - - MUSIC
        
        Specialized Materials
        
        Low Tech Adaptations for Music
        
        Braille Lyrics
        
        Magnification
      - MATH/SCIENCE
        
        Abacus
        
        Tactile/Braille Manipulatives
        
        Adaptive Measurement Tools
        
        Models and 3D Object
      - WRITING
        
        Electronic Notetakers (Braille & Speech)
        
        Word Processor with Refreshable Braille Display
        
        Braille Embosser
      - READING
        
        Video Magnifier
        
        Digital Text
        
        Audio Books
      - COMPUTERS
        
        Refreshable Braille Display
        
        Screen Magnification Systems
        
        Screen Readers
        
        Speech Synthesizers
    - - Seat visually impaired students close to the front
      - Consider lighting and glare
      - Ensure there are large walkways between furniture
      - Maintain a consistent classroom arrangement
      - Clearly explain where classroom supplies are located