Assistive Technologies and Accommodation for 13 Categories of Disabilities (Survey Result)
High Incidence
Low Incidence
Deaf-Blindness
Assistive Technology
Accommodation
Provide Lecture Notes - Provide notes from topics. This can aid the student in learning at their own time and pace.
Allow or Provide Recording -Along with note recordings allow a student with deaf-blindness to have access to a lecture or topic information for later consumption. They may not have heard it clearly the first time and may need to play through it several times.
Note Takers- Allowing students with Deaf-Blindness to have an individual who is responsible for helping them keep their notes, schedule, aid in finding the next class.
Meetings With Parents/Guardians - Be sure to make specific meetings to discuss the progress and ongoing education with the student and the guardians. Understand the exact nature of the audio-visual impairment is important to making sure the student is successful in achieving their education goals.
Emotional Disturbance (high incidence 82%)
What is it: Condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child’s educational performance:
- Intellectual Disability
Created by Yoojin Jang
High Incidence: 63.6%
References:
- IDEA, Intellectual Disabilities, Mental Retardation, Special Ed., Special Ed. Careers, Special Education
- https://therapytravelers.com/strategies-teaching-students-intellectual-disabilities/
- Citation: Boot FH, Louw JS, Kuo HJ and Chen R (2019) Editorial: Intellectual Disability and Assistive Technology. Front. Public Health 7:171. doi: 10.3389/fpubh.2019.00171
- https://www.frontiersin.org/articles/10.3389/fpubh.2019.00171/full
Includes:
Mood Disorder, Bipolar Disorder, Depression, Conduct Disorder, Oppositional Defiant Disorder, Adjustment Disorder, School Phobia, Eating Disorders, Obsessive-compulsive disorder, psychotic disorders (schizophrenia) and Anxiety Disorder.
Accomodations:
will vary depending on the nature of the student’s emotional disturbance, but will generally include:
Extended time to complete tasks.
Break down assignments into smaller ones.
Reduce the number of practice items once the student has demonstrated mastery.
Follow low-interest activities with high interest activities
Plan short review lessons or readiness activities.
Support the student’s inclusion during group work, cooperative learning activities, peer interactions, and team projects.
Allow time to work alone, take a break, or have a hall pass for quiet time apart.
Set clear behavioral rules and expectations for the entire class.
Recognize the student's accomplishments.
Provide tangible short term goals.
Encourage and provide support with organization and routine, eg: visual schedule
Set up goals aimed at social interactions
Use role-playing situations
Use seating arrangement to encourage social interaction.
Communicate with parents, so similar strategies and expectations are used at home
Assistive Technology
Text-to-Speech Software
Reminder Devices
Voice Recognition Software
Talk Light
Music players
Multi Sensory Integrated Technology Programs
(A) An inability to learn that cannot be explained by intellectual, sensory, or health factors.
(B) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers.
(C) Inappropriate types of behavior or feelings under normal circumstances.
(D) A general pervasive mood of unhappiness or depression.
(E) A tendency to develop physical symptoms or fears associated with personal or school problems.
The term does not apply to children who are socially maladjusted, unless one of the above.
Projectors
Audio/Visual Recording
Deaf-Blindness is a mixture of audio and visual disabilities. There are different degrees to each, and no specific or set definition for the degrees in which one is struggling with audio or visual impairment.
Personal Audio devices such as Headphones
Physical /Visual Aids
Teaching Practical Tips for Special Education Teachers for Intellectual Disability
- Recognize that you can make an enormous difference in this student’s life!
- Be an active participant in the student’s IEP(Individualized Education Program)team.
- Provide accommodations and supports that help students with intellectual disabilities.
- Be as concrete as possible.
- Give immediate feedback.
- Help the student learn life skills.
- Go step by step.
- Address the social aspects of the school.
- Communicate with your student’s parents.
What is Intellectual disability?
Kids with this type of disability have below-average intellectual ability. They may also have poor communication, self-care, and social skills. Down syndrome is one example of an intellectual disability.
SYMPTOMS
MILD
COGNITIVE
Multitasking
Profound confusion
Beginning or completing tasks
Agitation and unusual behavior
Coma or disorders of consciousness like vegetative state or brain death
Decision-making
Organization and planning
Problem-solving and problems with difficult concepts
Slurred speech
BEHAVIOURAL
Intolerance and irritability
Poor judgement and impulsive and risky behaviour
Depression
Negativity and feeling of worthlessness
Lack of motivation
Lack or sympathy
Verbal and physical outburst
PHYSICAL
Loss of consciousness from minutes to hours
Loss of coordination and vertigo
Dilation of pupils
Persistent headache or headache that worsens
Repeated vomiting or nausea
Inability to wake from sleep
Clear fluid draining from nose and ears
Convulsion or seizures
PERMANENT
BABIES AND CHILDREN
SENSORY
Decreased motor coordination
Bad taste in the mouth
Difficulty in swallowing
Loss of vision or blurred vision
Loss of smell
Paralysis of facial muscles
Loss of hearing
COMMUNICATIVE
Problems with changes in tone, pitch or emphasis to express emotions, attitudes or subtle differences in meaning
Trouble starting or stopping conversations
Difficulty understanding nonverbal signals
Inability to use the muscles needed to form words (dysarthria)
Trouble reading cues from listeners
Trouble with turn taking or topic selection in conversations
MODERATE TO SEVERE
TEMPORARY
Change in eating or nursing habits
Seizures
Drowsiness
Vomiting
Persistent crying and inability to be consoled
Unusual or easy irritability
Change in ability to pay attention
Loss of interest in activities or favorite toys
TRAUMATIC BRAIN INJURY(TBI)
INCIDENCE
SUPPORT FROM TEACHERS
Allowing additional time to complete work
Allowing for extra or extended breaks,Grading the quality of work over the quantity of work
Providing the student with the instructor’s (or detailed) notes
Allowing the student to record classroom instruction for later playback
Providing clear oral and written instructions
Implementing assistive technology when applicable
Grading work with less emphasis on spelling and grammatical errors unless it is the purpose of the assignment
Seat the student at the front of the classroom or near the teacher,
Not requiring the student to read aloud or present material in front of classmates,
Allowing additional time to complete tests without distractions,
Allowing oral examinations,
Assessing knowledge using multiple-choice questions
TEACHING STRATEGIES
To work constructively with students with TBI, educators may need to:
Provide repetition and consistency
Demonstrate new tasks, state instructions, and provide examples to illustrate ideas and concepts
Avoid figurative language
Reinforce lengthening periods of attention to appropriate tasks
Probe skill acquisition frequently and provide repeated practice
Teach compensatory strategies for increasing memory
Be prepared for students' reduced stamina and increased fatigue and provide rest breaks as needed
Keep the environment as distraction-free as possible
ASSISTIVE TECHNOLOGY
Accommodations
Assistive Technologies
Student response:
Allow the student respond orally or on a computer
Scheduling:
Give the student extra time to complete an assignment or test
Setting:
Have the student work in a small group or with a partner
Materials:
Provide the student with teacher notes or taped lectures
Instruction:
Break a lesson up into smaller parts, have the student work with a tutor
The attitude of parents to support the use of computerized cognitive training to improve executive functioning in children with neurodevelopmental disorders
Interactive block games are used in relation to Assistive Technology to assess children's cognitive functioning
The use of smartphones is helping students with Intellectual Disability and sensory impairments to perform daily living activities
Multiple Disabilities
Accommodations
Adaptive Lessons - Make sure to take into account the nature of the students disability. Give lessons which can cater to their specific problems and give leeway to certain behaviours and timelines on assessment.
Flexible Deadlines - Allow for students who need them to turn in work on a timeline that works best for them.
Attend to Their Specific Need - Do your best to understand a accommodate to the student's specific mix of disabilities. Be flexible with what you need from them and do what you can to help them improve.
Provide Material - Have recording, notes, graphic organizers, any materials on hand that would be of use to a student depending on their specific disabilities.
Due to the nature of Multiple Disabilities, each disability must be identified and considered, and how those each affects each other must be considered before one could prescribe Assistive Technology or Accommodations as both need to take into account the specific problems.
Assistive Technology
Google Tools
Physical Kinesthetic Aids
Laptops
Audio/Visual Recordings
Audio/Visual Aids
Cue Cards
Multiple Disabilities is when a person has 2 or more different identified disabilities. This can be a mixture of any two from the list of 13 (12 not including this one.) Due to its fluid nature, the strategies to help students with multiple disabilities are more general as each case is a unique combination.
Lap Top Computers
Hearing Impairment (Low Incidence: 73%)
Accommodation
Process
Use wait time
Ask student to talk one at a time
Provide note taker
Work out a sign communication system
Provide sign language interpreter
Contents
Use whiteboard more
Provide transcript when listening contents is required
Provide captions when videos are played
Product
Use more visual and verbal assessment
Modify Test: e.g. no listening test/repeating listening material
Extended time on tests and assignments
Environment
Blocking out extraneous noise
Always write down homework
Face forward when talking (lips reading)
Require students to remain silent
Room modifications
Preferential seating
Assistive Technology
Visual or Vibrating Alert System
Captioning
Cue Cards
Notebook: transcribing speech
SpeciaL Learning Disability(High Incidence-90.9%)
Assistive Technology
Dyslexia
Book share app
Text to speech software
Speech to text software
Mind mapping software
Scanning software and hand reading pens
Spell Checkers
smart pens
Low Incidence 63.6%
Mnemonics
Abbreviation expanders
Low Incidence 100%
Dyscalculia
Graph paper.
Use manipulatives(both hands and visual)
Process Aids( step pad or voice cue)
Large calculators,Talking Calculators
Math software with voice recognition.
Abacus
Michael Cooke
Dysgraphia
Speech to text software
Slant board
Raised paper
Defination
Slant board
Highlighted Paper
Graphic organizer
Wet-Dry-Try (ipad App)
Video editing softwareLetter tracing software
DEVICES FOR MEMORY AND ORGANISATION
DEVICES FOR POSITIONING AND MOBILITY
DEVICES TO ACCESS INFORMATION
Calendar boards
Schedule organizers
Voice organizers
Medication reminder
Smartphones
Specialized watches
PDA devices
Speech recognition software
Screen reading software
Tinted overlays for reading
Variable speed tape recorders
Talking calculators
Word prediction programs
Portable word processors
Personal FM listening systems
Audio books and publications
Optical character recognition tool
Academic software packages
Canes
Crutches
Wheelchairs
Specialized beds
Specialized chairs, desks and tables
Accommodations
Dyslexia
OTHER TECHNOLOGY FOR LEARNING
Universal Design for learning
Instructional software
Post visual schedules and also read them aloud.
Equation solving tool.
Dyscalculia
Dysgraphia
Weakness or numbness in finger and toes
Use audiobooks.
Provide extra time for reading and writing.
Give multiple opportunities to read the same text.
Use reading buddies during work time.
Use Multi sensory technique( hear, see ,say, write,act)
Teach systematically from beginning level to their mastery.
Teach systematically from beginning level to their mastery.
Teach explicitly by giving clear instructions about the lesson.
Metacognition( Teach them several strategies to help them become independent in their learning.).
Motivating the children as much as possible.
Instructions given by the teachers need to be delivered slowly.
Be creative and provide tasks that are theme-based teaching learning.
Use fingers for counting.
Dot Counting.
Use real-time every day objects to practise counting and grouping.
Teach different ways to learn instead of memorising basic addition facts.
Provide extra time for exams.
Give separate worksheets according to the level of students.
Highlight or circle important keywords in a word problem.
Use rhythm and music to teach maths facts.
Draw pictures to explain maths word problems.
Schedule computer time to play maths games.
Praise the hard work and not the outcome. Create a quiet worker workspace
LOW INCIDENCE 91%
Build in extra time for the student to complete writing tasks.
Be flexible about spelling.
Teach typing because typing can be easier than writing ,once students are fluent with keyboards.
Teach cursive writing as cursive has fewer starting points than disconnected print letters, which translates to improved writing speed.
Be patient and encouraging with the student as Dysgraphia is a learning disability and not a sign of laziness.
Allow the students to use agreed upon abbreviation for words
Use alternatives for writing assignments like audio recordings,flow charts,drawings,Videos,collages etc…
Encourage activities like coloring ,cutting,painting,working with clay,threading beads,playing with blocks etc… which will improve their fine motor skills.
Check for paper position,pencil grip and body posture while writing.
Use multisensory methods to improve letter formation.For example( Finger-writing in the air, in sand, in shaving cream, or on sandpaper are all great exercises that can encourage improvement in proper letter formation).
https://sites.ed.gov/idea/regs/b/a/300.8/c/12
Estimating the global incidence of traumatic brain injury. Dewan MC1,2, Rattani A1,3, Gupta S4, Baticulon RE5, Hung YC1, Punchak M1,6, Agrawal A7, Adeleye AO8,9, Shrime MG1,10, Rubiano AM11, Rosenfeld JV12,13, Park KB1.J Neurosurg. 2018 Apr 1:1-18. doi: 10.3171/2017.10.JNS17352
https://www.accreditedschoolsonline.org/resources/students-traumatic-brain-injury
http://www.projectidealonline.org/v/traumatic-brain-injury/
https://msktc.org/tbi/factsheets/Returning-To-School-After-Traumatic-Brain-Injury
https://www.readingrockets.org/article/assistive-technology-kids-learning-disabilities-overview
https://www.mayoclinic.org/diseases-conditions/traumatic-brain-injury/symptoms-causes/syc-20378557
RESOURCES
Other Health Impairment
High Incidence
(72.73%)
According to IDEA,Other Health Impairment means having limited strength,vitality or alertness including a heightened alertness to environmental stimuli,that results in a limited alertness with respect to the educational environment,that-
- is due to chronic or acute health problems such as asthma,attention deficit disorder or attention deficit hyperactivity disorder,diabetes,
epilepsy,a heart condition,heamophilia,leukemia,lead poisioning,
nephritis,rheumatic fever,sickle cell anaemia and Tourette syndrome
and - Adversely affects a child's educational performance such as ADD or ADHD,diabetes,epilepsy,heart conditions and so on.
Accomodations
ADHD
extra time for students to shift from one activity or to the next.
Assistive technology
Other Impairments
Teaching specific techniques for organizing thoughts and materials
Allow extra time for finishing assignments or for testing
Simplify steps for more complex activities to make them manageable.
Seat the student close to the teacher and away from any peers that might be distracting.
Post a daily and weekly schedule that clearly delineates each activity
Keep schedules as consistent as possible, and keep unstructured time at a minimum.
Autism Spectrum Disorder
Accommodations:
special feedings
- Have difficulty with transitions
clean intermittent catheterization
Suctioning
- Have difficulty processing social ques
- Difficulty with time management
the management of a tracheostomy
- Difficulty with desired behaviors
administering and/or dispensing medications
click to edit
planning for the safety of a child in school
ensuring care at school and at school functions to prevent injury
chronic disease management
conducting and/or promoting education and skills training for all (including the child) who serve as caregivers in the school setting
Support during periodic absences
Assistive Technology
- Organizational Apps or visual scheduling
- Short videos that model play skills and social behaviors
Speech or Language Impairment
- Reward/token chart
- Timer to track activities
Assistive Technology
Accomodations
Early intervention
Specially developed computer software packages
ADHD
First Words
Audio books and reading software
Articulation Station
Speech Journal
Optical character recognition (OCR) programs
Speech synthesizers/screen reader systems
Portable word processors
Speech-recognition programs
Augmentative or alternative communication (AAC)
Other Impairments
NawmalEDU
ClaroSpeak
Speak - Practice Your English
My Story School eBook Maker
High Incidence: 63.6%
the needs of the individual drive the designation of appropriate assistive technology.
Created by: Hana Shannir
By Seán Óg
References: Lynch, M. (2018, November 22). Assistive Technology to Help Children with Autism Spectrum Disorder (ASD) Succeed Academically - The Tech Edvocate. The Tech Edvocate. https://www.thetechedvocate.org/assistive-technology-to-help-children-with-autism-spectrum-disorder-asd-succeed-academically/
Accommodations and Supports for School-Age Students with ASD | Center for Autism Research. (2016). Carautismroadmap.Org. https://www.carautismroadmap.org/accommodations-and-supports-for-school-age-students-with-asd/
Proloquo2Go
majority can access and benefit from the same technological supports used by their normally developing peers.
Work with a speech-language pathologist
Children
Parents and Teachers
Teach about bullying
Children with speech or language impairments are often targets for bullies
Allow additional time for homework or class assignments
Allow written submissions for assignments such as oral presentations
Student demonstrates their learning in a one-on-one capacity
Develop a system for when they need to ask you for help
References
Cennamo K., Ross J., and Ertmer P. (2010). Technology Integration for Meaningful Classroom Use: A Standards-Based Approach. Wadsworth, Cengage Learning
IDEA (2017). Sec. 300.8 (c) (11). Retrieved March 1, 2020, from https://sites.ed.gov/idea/regs/b/a/300.8/c/11
Project Ideal ( n.d). Speech or Language Impairments. Retrieved March 1, 2020,from http://www.projectidealonline.org/v/speech-language-impairments/
.Special Education Guide (n.d). Speech and Language Impairments. Retrieved March 1, 2020, from www.specialeducationguide.com/disability-profiles/speech-and-language-impairments/
Speech and language impairments are defined by the IDEA as any “communication disorder such as stuttering, impaired articulation, a language impairment, or a voice impairment that adversely affects a child’s educational performance” (IDEA, 2017). In most cases such impairments are evident in children at a young age and the earlier children are diagnosed, the more likely they are to outgrow the disability if they receive the appropriate accommodation and services
Deafness
Accommodations
Assistive Technology
Give directions orally as well as via text
Provide a transcript for videos and audio lessons
Make sure the classroom is well lit
Use of sign language
Low Incidence
Use Cue Cards
FM System
Use at home
Use at school
Give preference for seating to deaf students
Enunciate words to assist with lip reading
Be cognizant of reading ability (many deaf students are far below their grade level when it comes to reading)
Additional time for testing
Be sure to face the students during lecture
Be inclusive and allow deaf students to participate actively in each lesson
Include assignments on syllabus so that deaf students may take additional time to work on projects
Graphic novels (Helps greatly with reading comprehension)
Speech to text technology (Dragon Dictation)
Cochlear implant (The earlier an implant the more likely a student will be placed in a standard school
)
Vibrating alert system
Hearing Aids
Resources
Visual Impairment/ Blindness
(Low incidence 90.9%)
Orthopedic impairment
(Low incidence 972.7%)
Accoomodation
click to edit
Adopt more ‘verbal’ teaching style and verbalise the whole class, don’t gesture or write
click to edit
Help students getting familiar
with the learning environment
Other ways to help students
Soft skills
Talk through any calculations as they are made or procedures as they are carried out.
Read any printed information and describe any charts or graphs being used.
Verbalize what is written on the blackboard and on Power Points.
click to edit
Provide an individual orientation to laboratory equipment or computers
Avoid asking if a student can see something
Arrange the right seat to help them see more
No need to avoid using the word references sight
Use contrast for everything
Always use their names to address the students
Ensure the students safety first
Use alternative feedback mechanisms with the student, rather than hand-written comments.
click to edit
Making prior notice of the use of a film or video in class to allow the students to see it beforehand
Use tactile graphics where necessary
Adjust the light condition in the classroom to help students to see. be done unobtrusively.
Assistive technology
click to edit
Class preparation
Provide reading lists early enough for students to read with necessary guidance
Make required course materials available early to reproduce in audio or Braille
Specifying the order of reading within a text
Indicate compulsory texts, noting important chapters
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Prepare most information in electronic format
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Consider supplementing laboratory practicals, experiments or field trips by audio taping commentaries.
Magnification Software
Dictation Software
Screen-reading Software
Refreshable Braille Displays
Optical Character Recognition (OCR) Systems
Video Magnifiers or Closed-Circuit Televisions (CCTVs)
Portable Magnifiers
Tactile graphics
Created by Xiaoxi LI
Accoomodation
Assistive technology
Reading
Testing
Teacher Presentation
General Courtesy
Accept the fact that a disability exists.
Ask the student to tell you when he/she anticipates a need for assistance.
Encourage students who use crutches or canes to keep them within easy reach and make such a space available.
Only push a wheelchair when asked.
Allow course waiver or course substitution for certain students.
Always plan any field trip in advance to ensure accessibility.
Words like "walking" or "running" are appropriate.Students who use wheelchairs use the same words.
Observe potential obstacles to be aware of where things are accessible for students in wheelchairs.
Prepare recorded lectures to students having writing difficulties.
Prepare table-type desks, with adequate leg space to provide enough space for wheelchairs
Created By Brindha
Use small sections of large text or readings.
Allow more time for the student to complete the activities.
Providing writers for students who are not able to write for paper-based tests.
Allow students to tape record answers to tests or type answers, as needed.
Give completely oral tests or completely written tests, whichever is more appropriate to the students needs.
Give additional time for students to write if needed.
Alternate input devices
Switches
Alternative keyboards Expanded or contracted Chording
Virtual
Keyguards and moisture guards
Programmable
Label overlays
Created by Xiaoxi LI
Joystick
Mouse stick
Trackball
Foot mouse
Hands-free mouse
Eye-tracking technology
Mouth sticks and head wands
click to edit
Paddle
Lever
Trackball
Light beam
Pillow
Sip and puff
"Sixty-nine million (95% CI 64-74 million) individuals worldwide are estimated to sustain a TBI each year. Falls and road injuries were the leading causes of new cases of TBI. Head injury following road traffic collision is more common in low middle income countries"
Estimating the global incidence of traumatic brain injury. Dewan MC1,2, Rattani A1,3, Gupta S4, Baticulon RE5, Hung YC1, Punchak M1,6, Agrawal A7, Adeleye AO8,9, Shrime MG1,10, Rubiano AM11, Rosenfeld JV12,13, Park KB1.J Neurosurg. 2018 Apr 1:1-18. doi: 10.3171/2017.10.JNS17352
The Individuals with Disabilities Education Act (IDEA) defines TBI as “an acquired injury to the brain caused by an external physical force, resulting in total or partial functional disability or psycho social impairment, or both, that adversely affects a child’s educational performance.”
“Traumatic brain injury applies to open or closed head injuries resulting in impairments in one or more areas, such as cognition; language; memory; attention; reasoning; abstract thinking; judgment; problem-solving; sensory, perceptual, and motor abilities; psycho-social behavior; physical functions; information processing; and speech.
Reference:
Zainab Pirani,Sasikumar.M(2013).Accommodation for Dyscalculic Children in an E- Learning Environment.Volume 70– No.2.Retrieved from https://research.ijcaonline.org/volume70/number2/pxc3887712.pdf
Arief C.L(2014).Accommodation for Dyslexic Young Learners.Retrieved from https://www.academia.edu/10638501/Accommodation_for_Dyslexic_Young_Learners
Kristin Stanberry,Marshall H.Raskind(2009).Assistive Technology for Kids with Learning Disabilities.Retrieved from https://www.readingrockets.org/article/assistive-technology-kids-learning-disabilities-overview
Rajadurai Rajkumar(2018).Assistive Technology for Mathematics Learning Disabilities(Dyscalculia).Retrieved from https://www.researchgate.net/publication/324825392_ASSISTIVE_TECHNOLOGY_FOR_MATHEMATICS_LEARNING_DISABILITIES_DYSCALCULIA
Jessica Hamman(2018).Creating a Dysgraphia-Friendly Classroom.Retrieved from https://www.edutopia.org/article/creating-dysgraphia-friendly-classroom
Shelly(2016).Assistive Technology For Writing When Your Child Has Dysgraphia.Retrieved from https://www.steampoweredfamily.com/brains/assistive-technology-writing/
click to edit
The Individuals with Disabilities Education Act(IDEA) defines a specific learning disability as “a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations.” This disability category includes such conditions as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia and developmental aphasia (a type of language disorder).
Created by:Uma Krishnan
Resources
Created by Adrian Martínez
References:
-Center for Parent Information and Resources (2017, Dec 6). Emotional Disturbance. Parent Center Hub. https://www.parentcenterhub.org/emotionaldisturbance/#help
-Emotional Behavioral Disorder: Accommodations and modifications. A Child with needs. Retrieved on 2020 March 4. http://www.achildwithneeds.com/disabilities/emotional-disability/emotional-behavioral-disorder-accommodations-and-modifications/
-Emotional Disturbance. Elementary Emotional Disturbance. Retrieved on 2020 March 4. https://elementaryemotionaldisturbance.weebly.com/for-teachers.html
-Hulse, H. (n.d.) Programming for Children with Social, Emotional and Behavioral Needs in the Least Restrictive Environment. McAndrews Law. https://mcandrewslaw.com/publications-and-presentations/articles/programming-for-children-with-social-emotional-and-behavioral-needs-in-the-least-restrictive-environment/
-Lynch, M. (2018, May 8). Assistive Technology to help students with behavioural disabilities succeed academically. The Advocate. https://www.theedadvocate.org/assistive-technology-to-help-students-with-behavioral-disabilities-succeed-academically/
-Pace, W. (2015, April 9). Asistive Technology for Emotional and Behavioral Disorders. https://prezi.com/ptlrwxm4zqgk/assistive-technology-for-emotional-and-behavioral-disorders/
References:
Assistive Technology for Blind or Low Vision Participants (n.d.). MIUSA Mobility International USA. Retrieved Mar 4, 2020, from https://www.miusa.org/resource/tipsheet/assistivetechnologyforblind
10 Tips for Teaching Blind or Visually Impaired Students (2017). We are Teachers. Retrieved Mar 4, 2020, from https://www.weareteachers.com/teaching-blind-students-visually-impaired/
Vision Impairment and Blindness(n.d), Australian Disability Clearing House on Education and Training. Retrieved Mar 4, 2020, from https://www.adcet.edu.au/inclusive-teaching/specific-disabilities/blind-vision-impaired/
References:
Strategies for Teaching Students with Motor/Orthopedic Impairments (n.d.). North Carolina Government Website. Retrieved Mar 4, 2020, from https://files.nc.gov/dncr-statelibrary/LBPH/documents/teach_strat_motor.doc
K. Cennamo, J. Ross, and P. Ertmer (2010). Assistive technologies that support specific disorders. Wadsworth, Cengage Learning. Retrieved Mar 4, 2020, from https://www.cengage.com/resource_uploads/downloads/0495090476_151113.pdf
Sources:
Ferris State University Disabilities Services. (n.d.). Teaching Strategies for Hearing Impaired Students. Retrieved March 4, 2020, from https://www.ferris.edu/RSS/disability/faculty-staff/classroom-issues/hearing/hearing-strategy.htm
LD Online. (2020). Retrieved February 28, 2020, from http://www.ldonline.org/ldbasics/signs
LD@school. (2018, May 4). Assistive Technology for Students with Learning Disabilities. Retrieved March 4, 2020, from https://www.ldatschool.ca/assistive-technology/
National Institute of Health. (2019, November 12). Assistive Devices for People with Hearing, Voice, Speech, or Language Disorders. Retrieved March 4, 2020, from https://www.nidcd.nih.gov/health/assistive-devices-people-hearing-voice-speech-or-language-disorders
Success for Kids with Hearing Loss. (n.d.). Accommodations for Students with Hearing Loss. Retrieved March 4, 2020, from https://successforkidswithhearingloss.com/for-professionals/accommodations-for-students-with-hearing-loss/
Leo's Flowchart is HERE.
What is Dyslexia
What is Dyscalculia
My Flowchart
Flow chart for a struggling child
Preethi Joseph
Flow chart for suggested intervention procedure:
https://coggle.it/diagram/Xl-vw-MesCEuVZFO/t/has-teacher-or-colleague-reaching-developmental-milestones/f4e6620176e5e0a8d4fc3cf4362d485ca6bae1dfa83ad39b168ba7553ffb3890