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14 Categories of Disabilities Cohort 4 2020 (References: (Cennamo, K.…

- - - - Assistive Technology
        
        Prosthetics enable students to remain active (International Society for Prosthetics and Orthopedics, 2020)
        
        Scooters and walkers (NICDH, 2018)
        
        Canes and crutches (NICDH, 2018)
    - - Physical modifications in and around school, such as ramps, hand grab rails, and wide doorways (Office of the Assistant Secretary for Planning and Evaluation, 2018)
      - School stationery products, designed for students with orthopedic impairment, such as holders and adapted pencil grips (Center on Technology and Disability, 2018)
      - Recognition programs and screen readers (Center on Technology and Disability, 2018)
  - - - Early intervention is necessary (Watson, S. 2019).
      - Involvement of the appropriate professionals, i.e. occupational therapists, speech/language therapists, physiotherapists, etc(Watson, S. 2019).
      - The physical arrangement of the classroom will need to best accommodate this child(Watson, S. 2019).
      - Integration among their peers is important to assist these students with social development. It's important to integrate multiple disabled children as much as is possible(Watson, S. 2019).
      - Ensuring that all students demonstrate respect for the multiply disabled student(Watson, S. 2019).
      - A safety plan will need to be developed(Watson, S. 2019).
      - An Individual Education Plan will need to be carefully planned out and adjusted on a regular basis and will need to be aligned to the needs of the individual child(Watson, S. 2019).
      - Care needs to be given in your expectations of this student to ensure the child doesn't become frustrated (Watson, S. 2019).
    - - Speak It!: A text-to-speech app, Speak It! can help your learner read or speak. Simply copy and paste selected text and Speak It! reads the words out loud. gives a non-verbal child a voice so that he or she can interact with classmates. Just type what you want to say and Speak It!(Special Education Guide,2020).
      - Read2Go: Read2Go corresponds with Bookshare, a digital library that makes books available to students with reading-related disabilities such as dyslexia and vision issues (Special Education Guide,2020).
      - Dragon Dictation: Students who have difficulty writing due to disabilities can benefit from the free Dragon Dictation app. This voice recognition technology app enables a student’s iPad or iPhone to capture and document what the child says(Special Education Guide, 2020).
      - Talking Calculator: If a visual disability makes using a calculator difficult for your child or student, the Talking Calculator app could become your ideal solution. Talking Calculator features large colorful buttons, creating an easy-to-use interface. Plus, as the app’s name suggests, the calculator talks. Put your finger on the screen and Talking Calculator tells you what button your finger hovers over. Perform a calculation and the calculator vocalizes the answer(Special Education Guide,2020).
      - Word Prediction -Word prediction software was originally designed for students with physical disabilities who experienced difficulty typing. However, word prediction with text-to-speech is also effective for students with learning disabilities because it reduces the need for handwriting, and improves students’ spelling accuracy and writing skills (Young, G. & MacCormack, J. 2014)
  - - - Text to speech (TTS) software (TeachThought Staff, 2019)
      - MathTalk speech recognition software (TeachThought Staff, 2019)
      - Speech to text software (Gabriella Young, 2020)
      - Audiobooks (Gabriella Young, 2020)
    - - Verbalize written instructions or examples (Chrissy Cowan, 2020)
      - Seat students with some vision within 5 feet of the board (Chrissy Cowan, 2020)
      - Increased time for drills or tests (Chrissy Cowan, 2020)
      - Maintain consistent classroom set up for ease of student navigation (Chrissy Cowan, 2020)
  - - - Recording devices (Illinois.Edu)
        
        Speech Generating Devices (Illinois.Edu)
        
        Wheelchairs (Illinois.Edu)
        
        Writing Assistance Devices (Illinois.Edu)
    - - Small Groups (Illinois.Edu
      - Structure (Illinois.Edu)
      - minimize extraneous auditory and visual stimulation (Illinois.Edu
  - - - A/IT Devices (Fitzpatrick a, Neild, 2017).
      - Computer Notetaking (Fitzpatrick a, Neild, 2017).
      - Real-time captioning using a stenotype machine. (Fitzpatrick a, Neild, 2017).
      - Video Modeling. (Fitzpatrick a, Neild, 2017).
      - Video Conferencing, emailing, instant messaging, and texting. (Fitzpatrick a, Neild, 2017).
    - - Notetaking aid (person).(Fitzpatrick a, Neild, 2017).
      - Teachers can self-educate, attend professional developments, and stay updated in A/IT developments. (Fitzpatrick a, Neild, 2017).
      - Real Person Typist for Real-time captioning. (Fitzpatrick a, Neild, 2017).
      - Provide multiple ways of obtaining class information, and using video modeling as a self reflective tool. (Fitzpatrick a, Neild, 2017).
  - - - Other Accommodations and Strategies
        
        Many teaching strategies which are used for deaf and blind students can also be used for deafblind students, with specialized adjustments according to the needs of the student. (Project IDEAL, 2013).
        
        Deafblind Students will often need to touch in order to know that someone is paying attention to them. They should study objects in a “nondirective” approach so that the student can feel in control. (Project IDEAL, 2013).
        
        Teachers should allow for slow response times, and should use symbolic forms of communication. (Project IDEAL, 2013).
        
        Touch cues, object symbols, gestures, picture symbols, fingerspelling, signed english, braille, american sign language, lip-reading speech, pidgin signed english, tadoma method of speech reading, and large print. (Project IDEAL, 2013).
      - Assistive Technology
        
        Braille notetakers that are light-weight and can be connected to a braille printer, optical character reader that converts printed text to audible speech or braille, electronic braillewriter that translates braille into text or speech. (Project IDEAL, 2013).
        
        A Telecommunication device for the deaf (TDD) which is a small keyboard and display and has braille output. Text messaging has also become a very useful tool for people with hearing impairments to communicate without using a TDD. (Project IDEAL, 2013).
        
        Braille translation software, braille printer, screen reader for audible speech, screen enlargement software to increase the size of texts and images, refreshable braille display to convert text into braille. (Project IDEAL, 2013).
  - - - Hearing aids and cochlear implants (Rekkedal, 2012)
      - Classroom sound field amplification system (Rekkedal, 2012)
      - Sign language translator, phone Apps (Pti, 2018)
      - Translation services that provide speech to text and vice versa (e.g., Microsoft Presentation Translator) (Central Institute for the Deaf, 2013)
    - - Classroom seating arrangements: Making sure that students with hearing impairment is positioned in a place in the classroom where visibility and audibility of teacher is maximized (Media Access Australia, 2017)
      - Limiting background noise: As a teacher, making sure that the noise in the classroom kept to a minimum (e.g., closing doors, windows, and students are not too noisy) in order for important information to be most adutible to the student with hearing impairment (Media Access Australia, 2017)
      - Accessible Instructional Materials (AIM) - material to help reading proficiency, specifically designed for students with hearing impairment (Central Institute for the Deaf, 2013)
- - - - • Text-to-speech Cennamo,2010
      - Abbreviation expansion software Brodwin, et al., 2004
      - Augmentative or alternative communication (AAC) devices NIH, 2020
      - Delayed Auditory Feedback (DAF) Illinois University Library, 2019
      - Articulation Station Common Sense, 2020
    - - Use laptop voice synthesized computer Allegheny College, 2020
      - Point to common words and phrases Allegheny College, 2020
      - Provide laptop computer with LED Allegheny College, 2020
      - Allow written responses to specific questions that can be shared by someone else reading them out loud Allegheny College, 2020
      - Be patient, offering encouragement and opportunity to develop self-confidence.
      - Provide spelling/ vocabulary list Chavez, 2018
      - Develop a procedure for the student to ask for help Chavez, 2018
      - Provide the information or class notes on topics prior to teaching it in class Chavez, 2018
  - - - Kurzweil 3000 (TTS technology) (TeachThought Staff, 2019)
      - WordQ (Word Prediction) (Gabriella Young, 2020)
      - Computer-assisted instruction (Gabriella Young, 2020)
      - Speech-to Text (Gabriella Young, 2020)
      - Calculators/Talking calculators (TeachThought Staff, 2019)
    - - Graphic organizers and planners
      - Visual aids
      - Extended time for tasks and assessments
      - Instructions are given in small parts
      - Bigger font for texts and written instructions
      - Provide extra time for the processing of information
      - Provide auditory supports to avoid the student from having too much text to read
      - Give repetition and clarification regularly
      - Provide close proximity to the teacher
      - Seat the child away from distractions whenever possible. Think critically about seating
        arrangements.
  - - - Games
      - Reading Activities
      - Daily Schedules/Visual Schedules (NASET 2020)
      - Speech Generating Devices (NASET 2020)
    - - Small Groups (Autism Speaks)
      - Multi Sensory Lessons (Autism Speaks)
      - Structure Routines (Autism Speaks)
      - Inclusion (Autism Speaks)
  - - - Basic skills practice using tablet or computer program (Sharon Dominca, 2020)
      - Calculators (Gabriella Young, 2020)
      - Proofreading software (TeachThought Staff, 2019)
    - - Scaffolding (Learning Disabilities Association of America, 2020)
      - Break learning into small steps (Learning Disabilities Association of America, 2020)
      - Simple handouts (TeachThought Staff, 2019)
      - Quiet workspace (Sharon Dominica, 2020)
      - Hands-on learning (Sharon Dominica, 2020)
  - - - Audiobooks for students who fall behind in literacy and reading (Lynch, 2018)
      - Text-to-Speech Software such as Intel Reader (Cennamo, 2010)
      - FM Systems can help connect the teacher and the student in an audible way with radio broadcasting technology (Lynch, 2018)
      - Optical character recognition (Stanberry, 2009)
      - Graphic organizers and outlining programs (Stanberry, 2009)
      - Math simulations (Alvernia University, 2019)
    - - Use visual cues: Physical markers to represent boundaries between spaces that are used for different functions (Teachnology, 2019)
      - Post a clear and predictable daily/ weekly schedule (Intervention Central, 2019)
      - Make directions and expectations clear
      - Provide structured opportunities for students to practice social interactions (Intervention Central, 2019)
      - Keep student in front of the class (Teachnology, 2019)
  - - - Text-to-Speech or Voice Recognition software (Lynch, 2018)
      - Talk Light (Lynch, 2018)
      - Reminder Devices (Lynch, 2018)
    - - Model appropriate responses to social situations (Do2Learn, 2019).
      - Observe and collect data about student behavior in all contexts (Do2Learn, 2019).
      - Post a general schedule of each day’s activities (Do2Learn, 2019)
      - Communicate regularly with parents and other stakeholders (Do2Learn, 2019).
      - Keep class activities and rules simple and clear (Concordia-Portland, 2013).
      - Allow mini-breaks to help reset and catch up (Concordia-Portland, 2013).
      - Use various motivational strategies and incentives along with positive rewards (Concordia-Portland, 2013).