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M2U3 Activity 3: Assistive Technologies for Intervention CERT 10/2019…

- - - - Special Education and related services (3 to 21+)
      - Early Intervention services (before 3)
      - Each impairment has unique assistive technologies (see above Medical of School Nurse Help) (i.e. School Nurse Services)
        
        Trust exercises, Medication, stimuli control, and individual tools (OCD - adaptive; mechanical pencil, hand sanitizer, etc.
      - Transitions; the next step . Moving on ... Transition Issue
      - School Health/Nurse Services designed to make sure child recieves FAPE Free and Appropriate Public Educaiton
      - Absences; High probability Hospitals and School working together on plan
    - - ADHD student that does not need specialized instruction, but would benefit from additional time in a less distracting environment for tests and accommodations such as preferential seating or physical breaks or Autism (social skills) School Psychologists Files
      - IEP is better for students who need more than just accommodations to special education.
- - - - Discrete trial teaching / Lovaas Model: targets skills & behaviors based on curriculum. Skills are broken into small steps and practiced until masterd
      - Training and Education of Austistic and Related Communication Handicapped Children (TEACCH): special ed program to create a highly structured environment to help children work independently.
      - Picture Exchange Communication Systems (PECS): for low or non-verbal children; uses pictures to build vocabulary and articulate desires.
      - Floortime / Difference Relationship Model (DIR): adult meets child at their developmental level and builds on strengths; incorporated into play activities.
      - Relationship Development Intervention (RDI): improve social skills, adaptability and self awareness through building emotional, social and relational skills.
      - Social Communication / Emotional Regulation / Transactional Support (SCERTS): uses other practices to promote child-initiated communication in everyday activities.
      - Pivotal Response Treatment (PRT): child-directed focusing on critical / pivotal behavior that affects a wide range of behaviors
      - Verbal Behavior: motivating a child to learn language by developing connection between a word and its value
    - - Physical therapy: focus on problems with movement that cause functional limitations
      - Occupational therapy: focus on things like appropriate play, fine motor skills and basic social skills
      - Sensory integration therapy: matching sensory stimulation with physical movements to improve how the brain processes and organizes sensory info.
      - Speech - language therapy: address the mechanics of speech and meaning and social value of language.
    - - Low-tech: low cost and requires little training e.g. communication boards, picture exchange communication systems
      - Mid-tech: speech generating devices (VOCA)
      - High-tech: iPad / tablet: a wide variety of apps to support needs that help with improved comprehension, expression and skill-development (e.g. reading, teaching social skills, speech generation / communication apps)
        
        e.g. One Voice (augmented communication); That's How I Feel (express feelings); Speech Trainer 3D (mouth positioning for speaking); Expressionist (helps understand and model facial expression)
- - - - Mild intellectual disability is considered as a high incidence disability (rage between 2 to more than 30 per 1,000 children in the US )
        
        Moderate to profound intellectual disability is considered as low incidence disability (of 2.5 to 5 per 1,000 children in the US)
  - - - :computer:specially designed internet access to aid, support and promote safe internet surfing and social interactions;
        
        :computer: smart watches for easy access to phone calls and emergency services as well as improving access to reminders on everyday activities such as hygiene routine and meetings..
        
        :computer: use media such as pictures, music and videos to stimulate cognitive skills and emotional support
- - - - Text-to-Speech: allows individuals to understand written material they are presented with and to proof-read or check their own work.
      - Hand reading pencils: store and listen to the text found in books and other documents.
      - Spell checkers: make corrections to written communications.
      - Smartpens: can be used to write text, but which track the text being written and recreate the notes in digital form. The pen can then upload the text to a smart phone, PC or tablet to allow further processing or electronic distribution.
      - Speech recognition: dictate or talk to a computer that uses software to convert this to text.
      - Tablets, Smartphones and Applications: platforms and software applications that help to manage their time and tasks.
- - - - Language-based learning disability (LBLD) is an acronym in reference to a wide-range of difficulties related to the comprehension and use of spoken and written language. LBLD is a common cause of students' academic struggles because weak language skills impede understanding, communication and interest which are the basis for most school activity.
        
        https://www.specialeducationguide.com/disability-profiles/speech-and-language-impairments
        
        *Steps to assist students with LDLD
        -Focus on interactive communication.
        -Scaffold down speech.
        -Ask questions that relate to student's interest.
        -Use tactile and visual cues, such as pictures and 3-D objects.
        -Minimize the content taught.
        -Incorporate appropriate vocabulary that relate to the unit being taught.
        -Work at the students pace.
        -Provide fun activities that are functional and practical.
  - - - https://www.specialeducationguide.com/disability-profiles/speech-and-language-impairments/
    - - -Communicating effectively with teachers and classmates.
        -Understanding and/or giving oral presentations.
        -Participating in classroom discussions.
        -Attaining normalcy within a group.
        
        Ways to assist students with a speech impediment in the classroom.
        
        -Include the class with the situation by explaining to them.
        -Develop classroom policies for students to help by having easy and comfortable interactive communication in the classroom.
        -Be a good speech model.
        -Use a peer-buddy system when appropriate and mix up the pairing/grouping.
        -Encourage participation in classroom activities and discussions.
        -Consult a speech language pathologist in regards to assignments and activities. Depending upon the issue, students may require various forms of communication.
        -Be patient when the student is speaking, don't rush and don't interrupt as this will frustrate them and deter them from speaking in the future
        
        https://do2learn.com/disabilities/CharacteristicsAndStrategies/SpeechLanguageImpairment_Strategies.html
- - - - Assistive devices such as tape recorders, calculators, electronic spellers, computers or word processors, augmentative communication devices, timers, alarms, and beepers
        
        Therapy and Specialist intervention
    - - Functional Behavioral Assessment (FBA)
        
        Specialist Intervention
        
        Increased patience and understanding required from teachers and peers
    - - Structuring Classroom Environment
        
        Mobility Devices
- - - - wide doors
      - grab bars
      - elevator access
      - wheelchair ramps
      - accessible toilets
      - accessible transportation
    - - seating arrangments
        
        aid development of posture and movements
        
        proximity to exits
        
        space for assistive devices (e.g., wheelchair, braces, crutches, specialized furniture)
      - space in the classroom for a personal aide if required
      - scheduling adjustments to reduce travel time between classrooms
    - - adaptations to or exemption from physical education requirements
      - instruction focused on gross and/or fine motor development
      - changes to how the student shows knowledge
        
        dictation or speech-to-text software
        
        keyboarding instead of writing
      - note-taking assistance
      - awareness of the student's medical condition and its effect (e.g., student may tire easily)
    - - adapted technology
        
        keyboard adaptations
        
        switch pads
      - alternative and augmentative communication technology
        
        communication boards
        
        speech recognition software
        
        text-to-speech software and apps
        
        voice synthesizers
      - academic software
      - screen reading software
    - - specialized furniture (chairs, tables, desks)
      - braces or splints
      - crutches
      - wheelchairs
      - specialized exercise equipment
      - tools
        
        writing aids (e.g., pencil grips, writing boards)
        
        page turners and book holders
        
        typing aids (e.g., head pointer, mouth stick)
    - - adapted physical education
      - physical therapy
      - massage therapy
      - occupational therapy
      - speech/language pathology