Text-to-speechText-to-speech software can improve the reading comprehension of individuals with specific deficits in phonological processing (difficulty hearing letter-sounds) as students can learn to decode new words when they are highlighted as they are read aloud (Fasting & Halaas Lyster, 2005; Holmes & Silvestri, 2009).

Personal FM systemsPersonal FM systems can send a teacher’s voice from a wireless microphone worn by the teacher through FM radio waves directly to a small receiver worn by the student with hearing loss.

Soundfield systemsSoundfield systems send the teacher’s voice from a microphone to one or more speakers positioned close to the child or mounted to a wall. This allows more than one student to use the system simultaneously.

Seat students close to the front of the classEncourage students with a hearing loss to seat themselves toward the front of the lecture theatre where they will have an unobstructed line of vision. This is particularly important if the student is using an interpreter, lip-reading, relying on visual clues or using a hearing aid which has a limited range.

Assistive listening devicesUse assistive listening devices such as induction loops if these are available in the lecture theatre. Hearing aids may include transmitter/receiver systems with a clip-on microphone for the lecturer. If using such a microphone, it is not necessary to change your speaking or teaching style.

Prelinguistic Milieu Teaching Manipulating or arranging stimuli in a student's environment can be effective at building a learning environment which is more comfortable and suitable for some students. Some example of this would be teaching and communicating with students during their routine activities or in their natural communicative environments, or by using objects of interest which a student is more likely to respond to in order to communicate or teach.

Segmented Workload Students with ID can work more effectively when tasks are broken down for them. Rather than giving one large assignment with multiple objectives or jobs, it can be helpful to break each assignment into manageable steps which the student can work on finishing in sequential order.

One-on-One or Small Groups Working with small groups or directly with a student who has ID is very important. It is important that teachers are constantly giving direct feedback in order to show the connection between the student's behavior and the teacher's response. If students with ID are not directly engaged by a teacher can make it difficult for a student to form a connection between cause and effect.

Dysgraphia Teaching Strategies might include providing handouts so there is less to copy from the board,
offering alternatives to written responses (oral reports), adapting test formats to cut down on handwriting, by using “circle the answer” or “fill in the blank” questions, while Technological Accommodations could involve the use of pencil grips fitted over pencils to position the thumb, index and middle finger correctly; writing on a slant board to allow the wrist to extend while the fingers flex and fall into a better writing position; utilizing raised paper with a rough surface along the lines to provide tactile cues that can help assist staying within the lines; making use of graphic organizers as a visual way of breaking writing projects down into smaller steps.

DyslexiaTeaching Strategies might include helping the student break assignments into smaller steps and giving self-monitoring checklists and guiding questions for reading comprehension, while Technological Accommodations could involve providing colored strips or bookmarks to help focus on a line of text when reading and the use of large-print text for worksheets.

Dyscalculia Teaching Strategies might include teaching students to “self-talk” through solving problems and letting students write out charts or draw sketches to solve problems, while Technological Accommodations could involve using visual aids or manipulatives when solving problems and allowing students to use a calculator when computation isn’t what’s being assessed.

Auditory Processing DisorderTeaching Strategies might include arranging students’ seating in a manner that will make it as easy as possible for them to tune into what teachers are saying; using visual cues; emphasizing key words; using catchphrases to give students a signal that you’re about to say something they need to pay attention to; using words that trigger or help students to sequence events.
Technological Accommodations could involve students wearing headphones that reduce background noise, teachers wearing a wireless microphone to connect to headsets and using close-captioning for all video presentations.

Assistive technologies: software that turns text to speech, hearing aids, and sign language can help. This can comprise alternative texts as well.

Assigned aid: an assigned person to follow and assist the student

Physical Help: These students may need help moving, communicating and thus require full time support.

Partial Participation: student complete portions of projects and assessment rather than the entirety of them

Augmentative communication and other assistive devices Communication boards, speech recognition software, screen reading software

Special seating and movement arrangements - develop useful posture and movements walkers, canes, crutches, wheelchairs

Adapted Physical Education Teachers Specialized exercise equipment

Usually includes severe issues with speech, communication and movement. These students require help in completing common tasks. Given that the combination of disabilities varies, two students with multiple disabilities may have very different needs

A person with multiple disabilities in some states one of these must be intellectual. In all cases, to be classified as having multiple disabilities an individual must have disabilities which require different accomodations.

Physical Materials and Tools: Use of physical tools such as counting blocks for younger students or calculators for older students is important for the learning process of students with ID. Even the use of paper handouts can be effective for students with ID. In addition to this, limited use of high-tech tools well help students feel less intimidated by learning processes.

Assistive software Software based around the Universal Design for Learning (UDL) can be effective at helping students with ID. These programs often involve video and audio curriculum from the teacher which can be adjusted to each learner's level. The combination of visuals, text, and audio instructions can improve learners understanding of classroom materials.

Varied Activities and Forms of Review Use of varied activities can help students with ID. Trying different ways of teaching the same concept can yield a better connection between the student and the classroom material. One example would be using a props or kinesthetic learning at the beginning of a lesson as well as with review. Rather than reviewing flashcards, students could work in small groups to come up with examples from their lives that fit the subject.

Assistive personnel Schools can arrange for students with TBI to have regular access to speech-language therapists, school counselors, note-takers, and other staff to alleviate any potential mental, social, or motor function obstacles. If skilled professionals are not readily available, informal support sessions could also be created in the form of study groups with other classmates.

Memory assistive technologies If a student with TBI has problems recalling tasks or keeping up with assignments, digital calendars with alarm functions can be used by the teacher, student, and other relevant staff to keep the learner up to date on their responsibilities. This could also come in paper format (i.e. a simple notebook or school planner), but digital tools allow for collaborative access, and it does not require the student to remember to check manually.

Assessment accommodations Teachers can allow various accommodations during tests including but not limited to: allowing students with TBI more time to complete the task, reducing the quantity in favor of quality, or permitting the usage of extra materials such as dictionaries or self-prepared "cheat sheet" notes.

Note-taking assistive technologies Students with TBI may face difficulties in simultaneously taking notes and listening to the teacher. Recorders (either a simple audio recorder or a voice-to-text recorder) and note-taker assistants can be used to help students keep a record of classroom content, but this can still be a problem as it yields a lot of materials for the student to review later, which requires more time. Digital pen tools such as Livescribe can help sync the notes to the relevant audio recording, which gives students the agency to summarize their own material.

General classroom accommodations Students with TBI can be seated strategically to minimize surrounding distractions, be given extra time to complete each task, and have opportunities to demonstrate their skills in a variety of formats (e.g. oral presentations, written essay, etc.) to account for their range of abilities. Instructions should also be given in written and verbal form so that they can process using more senses and have something to refer to later if their memory is impaired.

Speech production and writing assistive technologies There are many text-to-speech or speech-to-text tools available on laptops and smartphones that can be used by students. GoTalks is an example of a speech production tools that has a variety of customizable functions. It is possible to configure devices such as Mac laptops to recognize repeated typos or motor patterns (e.g. longer key presses) so that they automatically tailor to the needs of the specific user. There are also external keyboards on the market that have indented keys, so that the keys have to be deliberately pressed through a hole, for students facing issues with refined motor functions. For a more low-tech approach, tools such as pens with specialized grips are available for students with impaired motor functions.

Electronic worksheets Students with learning disabilities like dyslexia can use electronic worksheets to complete their assignments. These worksheets help students to line up words, equations and numbers on their assignments.

Phonetic spelling software and audiobooks 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 also try out audiobooks. With the audiobook, students can follow along in their text and overcome reading difficulties.

Strategies for teachers to utilize Provide a caring and nurturing environment. Teach all students about the various types of health impairment and what they can do to not only help these students, but to make them feel like an equal member of the classroom. Creat hands-on opportunities for learning. Allow for frequent and positive feedback. Promote cooperative learning and make use of a 'buddy' system. Teach these students specific techniques for organizing their thoughts and materials. Organize the classroom accordingly, and keep all materials in permanent locations for easy access.

Strengthen and support organizational abilities Make use of low tech devices such as notebooks, dividers and binders to help students organize and record homework, papers and projects.

Accomodations teachers can make
Provide frequent breaks. Grant permission to use the bathroom and drinking fountain when necessary. Reduced ammount of assignments. Use an alternative grading scale and make use of alternative assignments and assessments.

Teach students to create their own goals Teaching these students to create their own goals and objectives can help them manage their lives across any number of environments and activities. Teach these students to clearly define their goal, develop objectives to achieve this goal and to define the actions necessary to achieve the desired outcome.

Traumatic Brain Injuries (TBI) can result in difficulties such as impaired motor functions, memory deficiencies, delays in speech and language production, and social obstacles in making and maintaining friendships.