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Assistive Technologies and Accommodation for 13 Categories of Disabilities…

- - - - (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.
    - - 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.
    - - 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
    - - Text-to-Speech Software
      - Reminder Devices
      - Voice Recognition Software
      - Talk Light
      - Music players
      - Multi Sensory Integrated Technology Programs
    - - 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/
  - - - 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.
        
        Accommodations
        
        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
        
        Assistive Technologies
        
        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
      - https://docs.google.com/drawings/d/1WLJ-gdUvYm4XfrIR2AbN-hNStBZ_Cy7Zd9BDbK-PA54/edit?usp=sharing
  - - - 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
        
        Mnemonics
        
        Abbreviation expanders
      - 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
        
        Equation solving tool.
      - Dysgraphia
        
        Speech to text software
        
        Slant board
        
        Raised paper
        
        Slant board
        
        Highlighted Paper
        
        Graphic organizer
        
        Wet-Dry-Try (ipad App)
        
        Video editing softwareLetter tracing software
    - - Dyslexia
        
        Post visual schedules and also read them aloud.
        
        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.
        
        What is Dyslexia
      - Dyscalculia
        
        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
        
        What is Dyscalculia
      - Dysgraphia
        
        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).
    - - My Flowchart
  - - - ADHD
        
        extra time for students to shift from one activity or to the next.
        
        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.
      - Other Impairments
        
        special feedings
        
        clean intermittent catheterization
        
        Suctioning
        
        the management of a tracheostomy
        
        administering and/or dispensing medications
        
        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
    - - ADHD
        
        Audio books and reading software
        
        Optical character recognition (OCR) programs
        
        Speech synthesizers/screen reader systems
        
        Portable word processors
        
        Speech-recognition programs
      - Other Impairments
        
        the needs of the individual drive the designation of appropriate assistive technology.
        
        majority can access and benefit from the same technological supports used by their normally developing peers.
    - - https://www.parentcenterhub.org/ohi/
        https://www.additudemag.com/change-the-program/
        http://www.projectidealonline.org/v/health-impairments/
  - - - Have difficulty with transitions
      - Have difficulty processing social ques
      - Difficulty with time management
      - Difficulty with desired behaviors
    - - Organizational Apps or visual scheduling
      - Short videos that model play skills and social behaviors
      - Reward/token chart
      - Timer to track activities
  - - - Specially developed computer software packages
        
        First Words
        
        Articulation Station
        
        Speech Journal
        
        Speak - Practice Your English
        
        My Story School eBook Maker
      - Augmentative or alternative communication (AAC)
        
        NawmalEDU
        
        ClaroSpeak
        
        Proloquo2Go
    - - Early intervention
      - 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
- - - - Projectors
      - Audio/Visual Recording
      - Personal Audio devices such as Headphones
      - Physical /Visual Aids
      - Lap Top Computers
    - - 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.
  - - - 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.
    - - Google Tools
      - Physical Kinesthetic Aids
      - Laptops
      - Audio/Visual Recordings
      - Audio/Visual Aids
      - Cue Cards
  - - - 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
        
        Learn simple ASL
      - 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
    - - Hearing Loop System
      - Visual or Vibrating Alert System
      - Captioning
      - Auditory FM System
      - Speech-to-Text Technology
      - Hearing Assistive Technology (HAT)
      - Cue Cards
      - Notebook: transcribing speech
  - - - 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
        
        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
    - - Use Cue Cards
      - FM System
      - 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
  - - - Adopt more ‘verbal’ teaching style and verbalise the whole class, don’t gesture or write
        
        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.
      - Help students getting familiar
        with the learning environment
        
        Provide an individual orientation to laboratory equipment or computers
        
        Consider supplementing laboratory practicals, experiments or field trips by audio taping commentaries.
      - Other ways to help students
        
        Use alternative feedback mechanisms with the student, rather than hand-written comments.
        
        Adjust the light condition in the classroom to help students to see. be done unobtrusively.
        
        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
      - Soft skills
        
        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
      - 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
      - Prepare most information in electronic format
    - - 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
    - - Flowchart
  - - - Reading
        
        Use small sections of large text or readings.
        
        Allow more time for the student to complete the activities.
      - Testing
        
        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.
      - Teacher Presentation
        
        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
      - 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.
    - - Alternate input devices
        
        Joystick
        
        Mouse stick
        
        Trackball
        
        Foot mouse
        
        Hands-free mouse
        
        Eye-tracking technology
        
        Mouth sticks and head wands
      - Switches
        
        Paddle
        
        Lever
        
        Trackball
        
        Light beam
        
        Pillow
        
        Sip and puff
      - Alternative keyboards Expanded or contracted Chording
        
        Virtual
        
        Keyguards and moisture guards
        
        Programmable
        
        Label overlays
    - - Flowchart
- - - - https://coggle.it/diagram/Xl9_BxaJu-1olbUv/t/identifying-and-helping-a-struggling-child/6b231f38d3c9cde67010f90486af4fbd5ec8aac61c80defbf134f08f3b2e40ce