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CERT 10/2019 Cohort 3 (This article does an excellent job of explaining…
CERT 10/2019 Cohort 3
This
article
does an excellent job of explaining low incidence vs. high incidence disabilities. It has links to pertinent websites and videos on each type.
This
video
gives a good overview of the types of assistive technology teachers might use. When researching developmental delay, I came across technologies that would help other disabilities. I find it interesting how many of the 14 categories in IDEA can overlap.
Note to Cohort 3: This picture shows one way our cohort Mindmap can be organized. You can link your own personal flowchart to specific categories on this shared map, as well as adding multimedia and comments. (It may help for legibility if each disability was one color and the map was symmetrical)
Assistive Technologies
Large print books, enlarged keys keyboards and screen magnification software
Closed circuit TV
Braille materials; braille keyboard and note taker, keyboard labels, classroom labels, Braille teletypewriter
Screen reader, text reader, Braille translation software
Eye glasses/ magnifier, ocular devices
Screen color contrast
dual modes on interactive devices
The DAISY (DigitalAccessibleInformationSYstem) consortium of talking-book libraries
Augmented Alternative Communication AAC
orthopaedic devices, adaptors for cochlear implant users
audible signs, visual alarms and tactile warning systems
Better contrasts on signs, Braille signage
tactile paving
talking books
full safety barriers, railings and posts painted in bright contrasting colors
white canes
“VoiceOver”, a screen reader that “speaks” whatever appears on the display of the “iPhone” mobile device
Disability Interventions
OTHER HEALTH IMPAIRMENT
My friend's daughter's IEP puts her in this category. She is recovering from brain cancer.
Reporting by Sarah Johnson
ASSISTIVE TECHNOLOGY:
Examples for someone with a brain injury
*My friend's daughter does not need assistive technologies, thankfully.
Alternative keyboard for greater efficiency, control and comfort.
Captioning - Text transcript of the audio portion of a video or television program.
Adapted Switches for people with loss of fine motor skills.
Screen Enlargement Programs - Magnification of a portion of the computer screen to increase text readability.
Screen Reader - Software program that speaks the text aloud on a computer. This may be helpful to those with limited vision.
ACCOMMODATIONS AND STRATEGIES
Provide success oriented experiences.
Limit amount of work to be copied and provide copies of notes not completed in class.
Modify test taking as needed and modified grading.
Extended time for classwork, homework and test.
Encourage student to monitor self.
Allow student to work at own pace and avoid time pressure situations.
LOW INCIDENCE
:red_flag:
Visual Impairments including blindness
Strategies
Responsive learning environment
Respect for diversity, foster an environment were students are valued for who they are
Empower and inform students and peers
Sequential, simultaneous structured multi-sensory approach
use a range of learning modalities and senses including auditory, tactile and kinesthetic
Accommodations
Address all students by name so student can learn peer’s names
Encourage the student's use of proper posture, eye contact as much as possible and proper social etiquette. Discourage any inappropriate mannerisms to maximize the student's physical and emotional health, as well as the student's social, educational and career potential
Tutoring
Always treat the visually impaired student equally with other students. This includes discipline and special privileges as well as involvement in extracurricular and leadership opportunities
Direct instruction
Give the visually impaired student as many opportunities to help others as to be helped by others
Independence is of primary importance! Be patient. Observe the student, silently encouraging independent problem-solving skills. Wait until the student asks for help and provide minimal assistance only as needed to build self-confidence and independence
Short breaks
An average of double time for Braille or tape is a good rule of thumb. Due to time constraints it may occasionally be necessary to reduce the number of examples to be completed for classwork or homework (such as in math problems)
Sit near front of class to be able to hear better
Provide materials to be transcribed at least two weeks ahead of time, preferably on disk, as some text can be transcribed using computer translation software
Avoid leaving doors and drawers ajar or chairs out from under tables and desks. Either keep furniture consistent or inform and/or involve the student in rearranging
Allow the student time to handle tactually adapted materials
Expanding and decentralizing rehabilitation services in rural areas
Read what is being written on the board and/or describe what is pictured in the presentation
Ensure enough ensure enough space and maneuvering clearances
Prepare syllabus, reading assignments, handouts more than 6 weeks early to allow for timely transciptions
Online communities empower students to overcome barriers experienced in face to face contact
Flexible pacing and grouping
Assistance animals
Information and advice services – including professional, peer support, advocacy, and supported decision-making
Family school partnerships
Treat students equally, fostering their participation and inclusion in physical, social and attitudinal environments
Low incidence
:red_flag:
Deafness
Assistive Technologies
Devices to Enhance Listening: FM systems, Infrared and Audio Induction Loop systems, One-to-One Communicators. Coupling accessories (for connectivity to media devices such as computers, TVs, tablets, etc.)
Devices to Convey Information Visually: Visual Alerting Devices , Captioning, Real-Time Transcription,
Telecommunication: Speech Recognition, Amplified Ringers, CapTel, Video Phones, TTY/TTD
Accommodations
Sign Language Interpreting
Communication Access Realtime Translation (CART)
Notetaking
Preferred Seating
Strategies
Change/add lighting to enhance visibility.
Block out extraneous noise to eliminate disturbances.
Regular speech, language, and auditory training from a specialist.
Use round or oval tables for group discussions.
Sign language, fingerspelling, and Cued Speech
Vary location of signing - on book, on child, etc.
Act out the story together after reading it.
Utilize the whole language philosophy.
by: Winnehl Tubman
low incidence
Learning Disabilities
Visual Processing Disorder
Strategies
Scavenger hunts for letters and words – split students into teams and give them a word. Next, write letters onto notes and hide them around the classroom.The teams must find the letters to construct the assigned word
Listening to audio books as an alternative to reading
Physical activities to practice spelling, e.g.hopscotch or jump-rope – the children spell out words when they jump to each square or over the rope.
Writing words and sentences with tactile materials,e.g. glitter glue, sand, pasta, LEGO, or beads.
Short and Long Term Memory Problems
Strategies
Create routines
Routines should be just that. Find a pattern that works and stick with it. It should be consistent, the teacher should patient and should use visual and verbal cues
reasonable set of instructions For example, if you notice your child has a hard time following multi-step directions, try breaking tasks down into smaller, more manageable steps
Activate the student’s previous knowledge and do frequent reviews
Provide written instructions, posters, graphic organizers, etc. as reference tools;
Dyscalculia
Strategies
Play with dice and dominoes to improve recognition of spot patterns. I like to teach my pupils to recognise the number patterns on the dice rather than having to rely on counting the spots one by one after each new throw of the dice.
Use of Assistive devices are generally restricted while practicing classroom work but in case of dyscalculia, this could actually helps them strengthen their number sense.(Graph paper, Drawing tool, math notation tools, abacus and graphic organizers)
Students must be provided with as much visual presentation of the topics as possible. I Try drawing the problem to understand it better from every aspect.
Focus on games and activities, rather than worksheets
Dyslexia
Strategies
Allow 'thinking time' rather than expecting quick answers
Seat the dyslexic students with intellectual peers, rther than others with literacy difficulties, so he/she can participate
Plan for movement during the lesson to maintain blood flow to the blood and concentration
Provide key words for independent writing
Dysgraphia
Strategies
Computers are recommended for people with dysgraphia because they reduce the number of variables that need to be controlled including letter formation, letter and word spacing and even writing text left to right along a straight line.
Allow the student to use either form. Many dysgraphic students are more comfortable with manuscript printing.
Use oral exams and allow students to dictate assignments to a scribe.
Encourage the use of visual organizers to assist in outlining and brainstorming for extended
writing assignments.
Imane Ait Ali
Emotional Disturbance
Emotional disturbance refers to long-term conditions that have a serious negative impact on a child's educational performance and experience.
Strategies
Behavior
Teach student to identify signs of stress, anxiety, anger.
Accommodations
Provide time at the beginning of each school day (or more often) to help the student to organize materials.
Schedule preferred activities throughout the day as possible.
Seat away from areas where materials are stored.
Assistive Technology
Music players: ipods, mp3 players, and other devices can be used in the classroom to play music and sounds to promote focusand calm.
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Reminder devices: Simple vibrations or other observable signals remaind a student of their focus behavior.
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The Talklight: Its light flashes according to noise in the room . Helps teach self-monitoring of noise levels and positive reinforcements.
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Make the student a leader of the group or activity.
Teach other students to ignore inappropriate attention-seeking behaviors
Set up a special time-out location, so student has a place to go to take a break (could be a quick trip to the restroom or water fountain)
Provide subtle pre-corrective prompts in situations where the student has often displayed interpersonal relationship problems in the past
Learning and Academics
Provide time for the student to catch up on missed work or to review concepts that they are struggling with.
Provide structure in classroom with regard to physical features of the room, scheduling, routines, and rules of conduct.
Before your students enter class, write on the board what will happen during that specific class period and how long each activity will take.
Accommodations
Allow the student to choose among materials to use.
Highlight keywords in the written instructions.
Provide the student with designated work periods. Monitor with a timer.
Assistive Technology
Multi-Sensory Integrated Technology Programs: Offer complete sensory cues, promprts, and lssons for social and emotional engagement. Scientificaly designed to improve the communication between the heart and brain through the nervous system.
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Provide stress reduction items (balls, toys,bubbles,etc.).
Modify classroom activities to meet the learning needs of the student, while maintaining the same learning objectives.
Socialization
Teach student to accurately label his / her own emotions.
Engage student in role-play opportunities to practice appropriate responses.
Accommodations
Rewards (something that is reinforcing for student) for making good choices.
Documentation of what caused the problem and how it was resolved.
Teachers or aides should monitor when a break may be needed and discreetly suggest it to student verbally or through a pre-determined secret signal.
Assistive Technology
Vision boards: Allow students to visually keep track of goals and reminders for appropriate behavior.
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Point/Incentive Sheets: Allow students to keep track of positive reinforcements and can be a great motivational tool.
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Behavior charts: Allow students to visualy track behavior changes and positive outcomes .
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Consistent verbal prompts to make good choices and reinforce positive choices made – consistently catch good behaviors.
Model appropriate responses to social situations
Teach student to accurately label the emotional status of others (based on facial cues, verbal cues, etc.).
High Incident
Meriem Oikasse
DEVELOPMENTAL DELAY
Reporting by Sarah Johnson
ASSISTIVE TECHNOLOGY
Radio broadcast technology
This is a useful too for a child with a processing delay. The child uses the receiver to listen to the teacher, via microphone, so s/he is able to tune out other classroom noises.
Graphic Organizers
This is a useful tool for a student who is struggling with turning thoughts into writing. They are organized in their head but can't get that on paper. This simple tool, even in handout form, is easier to comprehend than writing out paragraphs.
Text to speech software
Speech is frequently an area where delayed children struggle. They can communicate what they need help with and ask questions using this software.
Audiobooks
Children who are struggling with reading can use audiobooks to help them make sense of words.
ACCOMMODATIONS AND STRATEGIES
Make directions and learning expectations clearly understandable.
Work on "basic" skills learning one at a time.
The child will feel more successful if mastering skills is a slower process and they are given time to self assess how they are doing.
Keep classroom schedule and classroom materials easily viewable and accessible.
For young students, a picture schedule and pictures on the boxes of materials will help them be successful.
Create low stress social situations
Give the student a task, like helping with snack, for the student to decide how much interaction s/he wants to have with fellow students.
Use marked boundaries and visual cues in the classroom for easier transitions and daily flow.
HIGH INCIDENCE
:red_flag:
Deaf-Blindness
strategies
Provide information to the student to indicate that a new task is beginning, the expectations for the lesson, and prepare the student for transitions to new activities.
Have classmates identify themselves as they answer questions and participate in class discussions to allow the student to orient to the speaker.
Use hands-on learning experiences that incorporate a multisensory approach and rely on information available through touch, smell, and movement.
Provide directions and instructions using the student’s preferred and strongest mode of communication. Many students will benefit from total communication approach including spoken language, tactile information, and sign language.
Allow opportunities for repetition and practice of previously introduced material.
Accommodations
Send your teaching material to the student electronically, or transfer it onto a USB flash drive for the student.
Allow for preferential seating, either to facilitate better listening or to allow for proximity to an electrical outlet.
Allow students to audio-record lectures.
Arrange to meet with the student to discuss specific learning needs, strategies for success, alternatives to course assignments, and methods of evaluation when the student provides her or her letter of accommodation.
Assistive Technologies
Electronic braillewriter: produces Braille, translates Braille into text or synthetic speech
Optical character reader: converts printed text into files that can be translated into audible speech or Braille
Braille notetakers: lightweight electronic note-taking device that can be connected to a printer or a Braille embosser to produce a printed copy
telecommunication device for the deaf (TDD) that includes braille output.
Screen reader: converts text on a computer screen to audible speech
Fatimazahra Amouchal
Low incident
Speech and Language Impairment
Imane Ait Ali
High Incident
: :red_flag:
Language
Accomodations
Modify the length of assignments.
Use tactic and visual cues (e.g. pictures, 3-D objects).
Give assignments both orally and written.
Assistive Technologies
Communication boards uses pictures, symbols, words for communication, this will help students get comfortable while trying to participate and it is very engaging.
Texthelp provides tools for reading and writing. The reason why I like this software is because it reads back what the students have written, it also shows to the students the spelling words that they need to go over.
Audio books like Raz-kids has some awesome features from audiobooks to quizzes qnd ithas awesome features from audio-books to comprehension quizes, and the awesome part is it is self-paces app.
Strategies
Incorporate the student’s interests into speech. The more teachers use the students in esson the more the students interact even if they have language difficulties
Encourage reading and writing daily.This will help with student's reading and writing stamina and at the same he/she will be exposed to different vocabulary.
Work at the student's pace. In my class if one of the students has a slow pace I slow down, repeat over and over again and make sure that the student understands completely.
https://www.youtube.com/results?search_query=speech+and+language+therapy+activities
Provide fun activities that are functional and practical.
Speech
Accomodations
Pre-teach words/ideas before using them in a real situation.
Present only one concept at a time.
Provide the student with information on topics prior to going over them in class.
Assistive technologies
Readworks for reading and comprehension.
Trunity is a great tool for science and DIY
Articulation station, For helping students with letter and word pronunciation
Strategies
Develop a procedure for the student to ask for help.. There many types of students this strategy will the shy one who not confident enough in their speech to try and communicate in an easier way.
Use gestures that support understanding.I use this a lot in my classroom because even if they forget once you show them the gesture they automatically remember and that's really helpfull
Model correct speech patterns and avoid correcting speech difficulties.
Academics and Behavior
Accomodations
Modify classroom activities so they may be less difficult, but have the same learning objectives.
Reduce unnecessary classroom noise as much as possible.
Provide copy of class notes
Assistive Technologies
• Communication (Learn to Talk, Sentence Builder, Voice4U)
• Writing (IWrite Words, Word Magic)
• Communication (Learn to Talk, Sentence Builder, Voice4U)
Strategies
Design tests and presentations that are appropriate for the student (written instead of oral).
Allow students to tape lectures.
Divide academic goals into small units, utilizing the same theme.
Provide social and tangible reinforcers.
traumatic brain injury
Strategies
Attention/Concentration
Use cue words to alert the student to pay attention (e.g., “listen,” “look,” “name”)
Divide work into smaller sections (i.e., have the student complete one section at a time;
suggest times and expectations for completion)
Accommodations
Focus student’s attention with verbal and nonverbal cues
Assistive technology
GoTalks are a type of speech generating devices. GoTalks are offered with various amounts of communication options and sizes.
Teach in small groups
Allow student to have frequent breaks
Ask the student to summarize information orally that has just been presented
Memory
Provide experiential presentations of instructional materials
Accommodations
Reduce amount of homework
Assistive technology
Dragon NaturallySpeaking allows users email, post on social media, dictate homework
Link Title
Review peer’s notes or taped materials to add missed information
Allow more time for student to respond
Frequently repeat information and summarize it
Teach the student to use devices such as post-it notes, calendars and assignment books as
self-reminders
Organization
Written checklists of steps for complex tasks with instructions for checking off each
completed step in an assignment or task
Color-coded materials for each class (i.e., book, notebook, supplies)
Written cues for organizing an activity (i.e., first you do this, next you do this)
Accommodations
Review daily routines with student
Assistive technology
Word prediction helps users expand their vocabulary and more easily express their thoughts through writing by predicting what word the user will write next and giving them multiple options.
Have student return homework in a specific place
Encourage student to outline assignments
Meriem Oikasse
Low incidence
Mental Retardation
Fatimazahra Amouchal
Strategies
Break down learning tasks into small steps. Each learning task is introduced, one step at a time.
Set a learning environments where visual aids are used,
Provide direct and immediate feedback so they make a connection between their behavior and the teacher's response
Help the student learn life skills.
(health, safety, personal hygiene, manners, getting along with others, basic math and reading, money management, skills for the workplace.
Acommodation
giving the student extra time to complete assignments or tests
working in a small group
allowing answers to be given orally or dictated
using a student/peer tutor
providing audiotaped lectures or books
Assistive Technologies
Structure of the day – reminder watch
Estimate of time use – the Time Log
Planning of time use – the Time Timer
Plan for activities – time reminder watch
Low incident
Autism Spectrum Disorder
High Incident
Strategies
Let the child know what will happen (wind down clock, sand timer, first-then visual cue, and fire drills).
Create Classroom Routine
Give fewer choices (give 2-3 choice) to avoid declutter and frustration.
Behavior Charts and Reward System
Limited and Clear directions
Applied Behavior Analysis (ABA)- assesses and evaluates a students behavior and applies intervention.
Accomadations
A quiet area where the students can take time out if necessary.
Computer use, especially word processing for writing
Earplugs or noise-canceling headsets in hallways, and lunchroom
Sensory Tools (fidgets tools to reduce stress, self regulate and improve focus).
Extra Break built into schedule.
Various Media- for difficulties with visual or auditory learning styles.
Assistive Technology
Portable Word Processor- Assist fine motor or planning skills for writing.
Talking Word Processor-writing software that provides feedback.
Headphones- earphone that cancel environment noise
Visual Assistant Electronic/ Non- Electronic Organizer
Assistive Listening System
PECS( Picture Exchange Communication System)- helps nonverbal to be able to communicate.
By: Alicia Mohammed
Hearing Impairments
Assistive Technologies
Translation services: voice to text translation so child can read what the teacher/peers are saying
Captioning videos/audio
Personal FM systems: program that sends the teacher's voice from a microphone directly through FM waves. It can be directly connected to hearing aids or cochlear implants! This is used most often for children in school.
Strategies
Minimize background noise and when speaking, as a teacher or peer, make sure you are in line of vision of student
Always transcribe auditory information given by teacher, as well as consistently use visual aids and visual stimuli to accompany the lesson
Have student sit towards the front of the class so it's easier for them to lip read and use visual cues
Accomodations
Speech language pathologist that works with student
Provide written scripts of any instructions, lectures, etc. for student
Provide alternatives for presentations, projects that involve interviews, etc. and be flexible with deadlines if student is awaiting any transcriptions of information
Hannah Halpern
All information taken from:
https://www.adcet.edu.au/inclusive-teaching/specific-disabilities/deaf-hearing-impaired/
and
https://www.asha.org/public/hearing/Hearing-Assistive-Technology-for-Children/
Low incidence
Orthopedic Impairments
Strategies
Promote Inclusive classroom
Modify lesson plans and Classroom Activities.
Special setting arrangements to develop useful posture and movements.
Instructions focused on developments of gross and fine motor.
Peer Mediation-students take an instructional role with their peers in order to reinforce topics taught by teacher.
Accommodations
Slant Boards- writing surface that angled to provide optimal positions for handwriting.
Pencil Grips
Specialize Writing Paper
Special chair, tables and desk for proper posture development.
Extended time to complete assignments.
Spatial Organizer- helps arrange ideas, such as: story content, grammar, choice words, etc.
Assistive Technology
Alternative keyboards and mouse
Word Prediction Software
Screen reading software
Augmentative and alternative communication devices
Speech recognition software
Assistive Express-app used to convert text to speech for everyday conversations. Special features includes predicative text to minimize the number of keystrokes.
By: Alicia Mohammed
Low incident
Mild Intellectual Disabilities
Down syndrome
Strategies
Visual demonstrations, pictures and illustrations can also be successfully used to assist in providing effective instruction in other subject areas of the curriculum
The teaching of phonics and phonological awareness should not be neglected.
Be aware that the student may become unnecessarily dependent through the availability of excessive one-to-one support
Allow adequate time for the student to process language and respond.
Speak directly to the student, using clear language and short sentences, and use appropriate and unambiguous facial expressions
Accommodations
Directly teach timetables, routines and school rules to students
Structure learning and teaching opportunities to enable the student to engage in tasks with other students, who can act as appropriate role models
Assistive Technology
Tactile demonstrations and activities also appeal to many students with Down syndrome.
https://www.sess.ie/categories/assessed-syndromes/downs-syndrome/tips-learning-and-teaching
https://www.thoughtco.com/teaching-students-with-down-syndrome-3110772
https://www.youtube.com/watch?v=d2aqG9PzXB0
ADHD
Strategies
Establish Rules & Routines for ADHD Students
Establish classroom routines.
Give appropriate supervision to ADHD students.
Focus on Positive Relationships
Establish a positive relationship with students who have ADHD.
Provide frequent, positive feedback.
Ask questions rather than reprimand.
Offer choices.
Provide visual reminders.
Increase active class participation.
Encourage hands-on learning.
Accomodations
Reduce potential distractions.
Use positive peer models.
Prepare for transitions.
Allow for movement
Let the children play.
Assisstive Technology
Apps
Hardware, Software, and Video Games
https://www.youtube.com/watch?v=2SFB8BTfAG0
Epilepsy
Strategies
Memory learning strategies such as mnemonics.
Non-timed assessments to measure performance
Pair student with a classmate to help clarify directions
Accomodations
Provide extended time for verbal responses
Allow rewording of verbal material and instructions
Slow the pace of verbal directions
Provide written directions
Use examples and visual guidance
Assistive Technology
https://www.youtube.com/watch?v=jZlIhUdhHO4
[
High Incident
] :red_flag:
HOUDA BOUSLAM
other disabilities
Houda Bouslam
Obssessive Compelsive Dissorder
Strategies
Skip reading out loud
Go back and reread sentences or whole paragraphs over and over to make sure they’ve got them right.
A buddy system
A buddy is like a peer coach who sits next to the child and prompts him to keep up with note-taking and staying on task. It can be great for the buddy, to foster a sense of confidence and pride, to be able to help someone in need, and great for fostering friendship.
Accomodations
Private testing rooms
Placing students in private classrooms during a test can help them focuse more and not be distracted.
Extended time for tests and papers
If writing is a problem for a child who needs to find the perfect way to say something, he’s going to need more time to finish those essay questions or papers
Advance notice
Give advance notice of things. Kids who know what to expect are less likely to be thrown by the change.
Assistive Technology
Laptops for writing
considering letting the student use a laptop for taking notes, and having all assignments be typed instead of handwritten
https://kids.iocdf.org/for-parents/talking-to-your-childs-school/ocd-idea-and-ieps-how-to-access-special-education-services-for-children-with-ocd/
Sensory Processing Disorder
Strategies
Use lamps or a light material covering the florescent lights.
Use colored overlays on bright white papers.
Use visuals with auditory instruction and directions.
Decorate with minimalism and natural environments in mind.
Accomodations
Flexibility.
If a meltdown happens, usually it’s because one of the senses is having trouble processing information.
Allow fidgets, weighted materials, or chewing tools to be used for self-soothing.
Inflatable cushions for sitting.
Keep the classroom quiet.
Assistive Technology
Use lamps or a light material covering the florescent lights.
Provide earplugs or noise-muffling headphones to help with noise sensitivity
Asperger Syndrom
Strategies
Keep routines in the classroom clear and consistent.
Provide students with Asperger’s Syndrome (AS) with additional guidance during more unstructured times and transitions. Give as much advanced notice as possible when you are aware of a change or disruption in the child’s schedule
Be explicit and direct
Use specific language when giving instructions (i.e.“go stand by the door until we leave” instead of “go over there”). Also use concrete language rather than analogies, idioms, metaphors, and sarcasm
Work with the child on decision-making strategies.
Direct modeling and role-playing are effective ways of allowing students with AS to develop their decision making and social skills, which are often lacking.
Accomodations
Talk to the student on a regular basis to see what he/she feels is working or not
working.
Establish a safe place where the child can go to calm down if she/he becomes overstimulated.
Assistive Technology
Use visual cues
These can include picture schedules, charts, graphs, and posters.
High Incident
:red_flag:
Moderate to Severe Intellectual Disabilities
Otansia Ramsay
High Incident
Accomodation
provide teacher support, paraprofessional
Provide on-task/focusing prompts
Allow frequent breaks
Permit responses to be given via computer
Administer a test in small group setting
Provide assistance when moving about the building
Strategies
Early Intervention, Assistive Technology
Modified lesson plan
training peers and teachers to use the devices,
Provide multi tiered concept, processes, and use of progress-monitoring data to make decisions
Assistive Technology
audio and visual cues.
Adaptive equipment,
computer software that helps with communication
Tablets
Accomodation
.
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Allow the student to use an audio recorder or a laptop in class.
Grade based on what the student knows, not on handwriting or spelling.
Help the student break writing assignments into steps.
Accomodation
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The option to record lectures
A quiet space to work
Extra time on tests
Accomodation
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Assess knowledge using multiple-choice instead of open-ended questions.
Avoid placing student in high pressure situations (e.g., short time frames, extensive volume of work; highly competitive)
Allow use of a portable computer with spelling and grammar checks for assignments and note-taking
Accomodation
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Access to a calculator during class and tests
Access to the teacher’s notes
In-school tutoring or homework assistance
Accomodation
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Clarify or simplify written directions.
Present a small amount of work.
Use a tape recorder.
Assistive Technologies
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Auditory-Based Technologies As the reading demands increase for older students, the use of recorded books and speech recognition systems may take on greater importance to save time and energy.
Electronic Magnification
Enable users to view a screen with color contrast and print size options.The color contrast options can be very helpful since many students find that white letters on a black background are easier to read than the traditional colors and they can choose other color combination options such as yellow and blue.
. The Reading Made EZ program Premier Assistive Technology is a suite of programs that can translate Text to Audio, making students utilize their sense of hearing to help understand written material.
Assistive Technologies
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wearable timers: students can create a note on a whiteboard or a post-it note reminding them why the timer was set
The Microsoft SenseCam
Video link
:
https://www.youtube.com/watch?v=EOPe_cJ67No
Smart pen: the kid can create audio recordings which sync up with one or more markings made on specialised Dot Paper. He can go back to the Dot Paper, touch the images or words with the pen, and the pen will then play back what was said
Assistive Technologies
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Endless Numbers
PhotoMath helps students solve equations easily by taking a picture.
Talking Calculators Talking calculators look and function like common calculators. However, it helps. verify that the numbers and operations have been entered correctly.
Assistive Technologies
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Communication boards: The student points to a picture, symbol, word, or letter on an electronic board or tablet.
Co:Writer:One of the best tools to use for spelling assistance is word prediction. Co:Writer lets students practice their knowledge of phonics while providing an important accommodation
Electronic Worksheets
Assistive Technologies
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Letter Tracing Apps: it help to form letter shapes and work well for young children. They show where a letter starts, and what shape it should be. For kids that have trouble writing letters
Spelling and Grammar Software: It works by interpreting phonetic spelling and translating it to proper words.
Word Processing Software:When a person with dysgraphia uses word processing software, their work is much easier to edit and correct. They don’t have to copy everything over again.
https://www.youtube.com/watch?v=OX_KcE8psww
Seating arrangement
If the school has noisy hallways, sitting the student aaway from the door or windows is best.
What is the Daisy Consortium?
National Library Services for the Blind
Project BLAID wearable mobility device
Multi-Sensory Interactive Maps for Children Living with Visual Impairments
High incident
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