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IDEA Recognized Disabilities By Terrific Teachers: Jeff, Meghan, Charlie,…

- - - - Graphic Organizers: Students with intellectual disabilities can benefit from graphic organizers since they are effective in organizing ideas. For instance, they can prompt intellectually disabled students to describe an object or map out a course of action ("Five Assistive Technology," 2019).
- - - - Reminder Devices like a vibrating watch quietly prompts them to refocus on the task at hand without teacher intervention. Vibrating Watch
      - Text-to-Speech Software: For Reading
        Students can sit back and listen while the computer or tablet reads to them, preventing them from trying to engage too many brain systems at one time.
        http://www.readplease.com
        http://www.softplatz.com/software/text-to-speech-software
        http://www.magnifiers.org/links/Download_Software/Text-To-Speech_software/
        (Crowley & Wojcik, 2007)
        
        Talking Word Processors: For Writing
        Programmable typewriters or computer programs providing auditory feedback to help students compose, format, sort, and rearrange text upon command.
        http://www.donjohnston.com/catalog/writoutd.htm
        http://atto.buffalo.edu/registered/Tutorials/IT2/index.php
        http://www.synapseadaptive.com/textHELP/TT/type_&_talk_1.htm
        (Crowley & Wojcik, 2007)
        
        Graphic Organizers: For Writing, Reading, Speaking
        Tools enabling visual representations of information used for constructing meaning
        http://www.graphic.org/goindex.html
        http://www.donjohnston.com/catalog/draftbuilderd.htm
        https://coggle.it
        
        (Crowley & Wojcik, 2007)
        
        Speech Recognition Software: Writing
        Speech to Text
        https://www.nuance.com/dragon/industry/education-solutions.html
        MacArthur and Cavalier (2004) found that for students with learning disabilities, essays dictated using Dragon Naturally Speaking were better than handwritten essays, but essays dictated to a scribe were even better. These authors found a differential impact on students with and without disabilities, providing evidence that this technology removes a barrier based on disability.
        https://www.ldatschool.ca/assistive-technology/
        
        Text to Speech
        Text-to-speech software, such as Kurzweil 3000, can read aloud digital or printed text. The benefit of this is that students can better understand text when unfamiliar words are read to them (MacArthur, Ferreti, Okolo, & Cavalier, 2001).
        https://www.ldatschool.ca/assistive-technology/
- - - - Encourage the student to sit near the front, to make lip-reading and sign-language translation easier.
      - Speak while facing the audience, and don't block any visual aides (e.g. projector screen or whiteboard)
      - Hand out PowerPoint slides or lecture notes ahead of time.
      - Keep background noise to a minimum.
      - Point to specific items or name them, instead of saying "this" or "that."
    - - Look at the hearing-impaired person, not the interpreter
      - Speak at a moderate but normal pace, pausing occasionally to let the interpreter catch up.
      - Speak directly to the hearing-impaired person, not the interpreter ("Do you have any questions?" instead of "Does she have any questions?")
      - Supply a list of new terminology before the lesson.
    - - When responding to another student's question, repeat the question into the microphone so the hearing-impaired student can hear it.
  - - - FM systems: Radio waves transmit audio from microphone worn by teacher to student's hearing aid or cochlear implant
      - Audio Induction Loop systems: For large rooms (e.g. auditoriums), electromagnetic signals send audio from microphones to hearing aids or cochlear implants.
    - - Real-time transcription for live speeches and performances
      - Captioning on videos
      - Text messaging and email instead of voice or video calls
- - - - Flexible Classroom Setup Loud noises often make it hard for students with speech or language impairments to concentrate and express their thoughts. Reduce unnecessary noise in the classroom to helps students be less shy and anxious when it comes to speaking. Arrange the classroom with different spaces for large group work, small group work, and individual work. Allow them to take tests in alternative locations to reduce stress.
    - - Speech-Language Pathology in the Inclusive Classroom Students with speech or language impairment require individual therapy with a speech pathologist. In more traditional school settings students are “pulled out” for speech therapy. This can lead to students feeling singled out as different from their peers.An inclusive class often brings speech therapists and other service providers into the classroom (“push in”) at specific times during the day to teach (Understood.org 2020). Co-teaching involves the subject teacher and the special education teacher instructing students together in the room all day.
    - - Differentiated instruction and Additional Support Students with speech or language disorders benefit from linguistic scaffolding techniques, open ended questions, visual and tactic cues, and the use of assistive technology such as communication boards. It is helpful to provide them with spelling and vocabulary lists, class notes, and to allow them extra time when answering questions. Allow them alternative ways to complete a project such as a written report instead of an oral presentation. Help them develop confidence when speaking by being a good speech model, and paraphrasing back what the student has said so they know they were understood. Develop ways to communicate non verbally such as sign language or simple gestures so that students are able to ask for help appropriately.
        
        Students With Learning Disabilities by Jeongmi Shin https://coggle.it/diagram/Xlm6jtceSsKQD0lm/t/-
        
        Identifying and Helping Students With Learning Disabilities by Courtney Cauthen https://coggle.it/diagram/XlkgeNceSko-DrtZ/t/students-with-learning-difficulties
  - - - Communication Board or Touch Screen A communication board or touch screen uses pictures, symbols, words, or letters for the user to communicate. The user can press an image or type a word that indicates a need, want, or anything else they wish to express. Many communication boards can be customized based on a person’s age, education, occupation, and interests (NIDCD 2019).
    - - Electronic Fluency Devices Electronic Fluency Devices help improve the fluency of people who stutter by playing the sound of the user's own voice back into their ear, slightly altered (Illinois Library, 2019). The devices may resemble hearing aids, headsets, and some can be used via apps on cellphones. There are two main types of Electronic Fluency Devices: Delayed Auditory Feedback (DAF) devices play the user's voice back delayed by a fraction of a second. Frequency Altered Feedback (FAF) devices change the pitch at which the user hears their own voice (Illinois Library, 2019).
    - - Speech Generating Devices Speech Generating devices translate words or pictures into digitized speech when the user presses on an image or types a message. Speech generating devices include tablets, communication books, and software programs for personal computers. The devices range in complexity from those with prerecorded words to those with unlimited vocabulary. Some devices allow users to choose the sex, age (child or adult), and regional accent of their digitized voice making it a more personal experience for the user.
- - - - Memory
        Often times short term memory is affected by a brain injury. Teachers can help studnet simprove memory skills by frequently repeating information and summarizing it or have the student carry an assigment sheet to each class and make sure it is filled out correctly. In addition, the teacher can show the student how to use post-it notes or calendars as self-reminders. (Lash, 2000)
      - Organization
        Students need to be able to arrange information and materials in an orderly way to learn effectively. Teachers can help students with TBI by giving the student additional time to review, written checklists for complex tasks, and a writeen schedule of daily routines and reinforcements. Furthermore teachers can show students how to outline class lectures, color code materials, or even have the student help plan a class activity or party to practice organization skills. (Lash, 2000)
      - Attention/Concentration
        Students with TBI may find it very difficult to concentrate for long periods of time. They could not remember a questions asked, homework assignment or be distracted easily. (Lash, 2000)
        Teachers can remove distractions in the student's work area, divide work into smaller sections or even establish a nonverbal cuing system to remind the student to pay attention. (Lash, 2000)
      - Assistive Technologies
        TBI injuries can affect a person's fine motor skills and also their ability to understand and communicate. The following technologies can help people improve the functional capabilities of the students with TBI.
        
        Co:Writer Universal
        "A word prediction program that can be used across multiple devices and in word processing applications. 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." (Illinois University Library, 2018)
        
        Recording devices can be useful for people with TBI for class work. Sometimes it can be difficult to keep up with notes or presentations. A recordng device can allow the student to go over moments with less pressure and more control.
        Sony ICD-UX530 Series Voice Recorder
        "This discrete voice recorder has a built in USB for easy transfer of audio recordings." (Illinois University Library, 2018)
        
        Dragon Naturally Speaking
        "This speech-recognition software can assist those whose oral skills are more advanced than their writing skills. Dragon NaturallySpeaking allows users email, post on social media, dictate homework, and more." (Illinois University Library, 2018)
- - - - Express ideas through digital media - Using assistive communication devices helps students feel more comfortable. Ensure consistent use and easily accessible.text
      - Differentied Work - Finding a method of learning that helps a child overcome their learning difficulty. Customize work to a students strengths to improve confidence.
      - Flex Model Use creative learning strategies like videos, making art work, reading together or in groups, or doing puzzles.
    - - Mid Tech
        
        devices that help generate speech, basic text to speech
      - Low Tech
        
        boards and books for communication, picture exchange devices or props
      - High Tech
        
        iPads, tablets, advanced speech generating devices
- - - - FM systems:With Fm system, sound is trasmitted from a microphone worn by a teacher to the studnet via FM radio signals.
      - Coupling accessories (for connectivity to media devices such as computers, TVs, tablets, smartphones, etc.):"There are cables that plug directly from a hearing aid or cochlear implant into tablet devices or phones, or couplers which transmit sound wirelessly from hearing aids to media devices."(Nicola M. Wayer,Learning Disabilities & Deafness)
      - Infrared and Audio Induction Loop systems:An Infrared system uses invisible light beams to carry sound to a personal receiver.
    - - Visual Alerting Devices:"Specially designed alarm clocks, smoke detectors, doorbells, timers, baby monitors, and phone alerting equipment are available to provide typically audible information in visual or vibratory ways." (Laurent Clerc National Educaiton Center,Assistive Technologies for Individuals Who are Deaf or Hard of Hearing)
      - Captioning:assist individuals who are deaf and hard of hearing with access to the media
      - Real-Time Transcription:translate the spoken word into English text using a stenotype machine, notebook computer, and real-time software.
      - Telecommunication: communication via text or video through current technologies