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:

  1. Intellectual Disability

Created by Yoojin Jang

High Incidence: 63.6%

References:

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).

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-

  1. 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
  2. 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

  1. Have difficulty with transitions

clean intermittent catheterization

Suctioning

  1. Have difficulty processing social ques
  1. Difficulty with time management

the management of a tracheostomy

  1. 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

  1. Organizational Apps or visual scheduling

  1. Short videos that model play skills and social behaviors

Speech or Language Impairment

  1. Reward/token chart
  1. 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

click to edit

Prepare most information in electronic format

click to edit

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

Flow chart for a struggling child

Preethi Joseph