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Assistive Technologies for Intervention (Low Incidence (Visual Impairment…

- - - - The Talklight - it's light flashes according to noise in the room. Can help students settle down or transition to another activity.
      - Reminder Devices-simple vibrations or other observable signals that remind students of their focus behavior.
    - - Online Funmaths Game Websites - arcade game that can be used as a positive reinforcement, allowing students to work on positive behaviors.
      - Multi-sensory Integrated Technology Programs- offer complete sensory cues, prompts, and lessons for social and emotional engagement.
    - - Vision Boards- allow students to visually keep track of goals and reminders for appropriate behavior.
      - Behavior Chart
      - The classroom calming corner
  - - - High-Tech: Noise-canceling headphones -- the external stimuli in a classroom environment is one of the primary reasons that kids with ADHD struggle to maintain focus; providing them with headphones, especially noise canceling headphones, has shown improved focus during work time
      - Mid-Tech: Daily Checklists that are personalized using Google Classroom. Students with ADHD who are able to have their work broken down into chunks and personalized in instructional delivery may have a clearer understanding of how to stay on target with assignments
      - Low-Tech: Fidget Spinner -- Having a "fidget" , or something that students can engage their nervous energy on without losing focus on class instruction, may be a useful outlet for unconscious nervous urges. Fidget spinners are an excellent, cost effective, and flat out cool low-tech option for kids with ADHD
  - - - Synthesized speech devices: student can hear words being read to them using technology or caregiver, or they can type/ write something to be read aloud by technology/caregiver. (Cennamo et. al., 2010)
      - Students can either type/write response if they have a speech disorder (if expected answer is verbal), or students can speak the answer to computer or caregiver (if expected answer is written/typed).
      - Editor technology: allowing students extra editing help either from technology/teacher/peer before turning in work. (This may be more relevant for older students).
      - Abbreviation Expansion: allowing students to have a shortened language of writing to configure words/sentences (Cennamo et. al., 2010)
  - - - Low-Teach Assistance
        
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        Adaptive Paper (graph, special spacing or texture) for better writing .
        
        Students with dyslexia may need specialized instruction and special arrangements for tests. extra time for tests, homework, and taking notes in class.
        
        Using a ruler to help kids read in a straight line, which can help keep them focused.
        
        Visual boards with written instructions and expectations.
        
        Placing the child at the front seat of the class to give the best possible chance of learning and concentration.
        
        Meet with parents on a regular basis to provide consistent support at school and home.
        
        High-Tech Assistance
        
        Apps that can make learning fun by turning decoding into a game
        
        Speech to text app. Dictation is a great tool for teaching spelling Link Title
        
        Typing on a computer or tablet instead of writing
        
        Epic, Tumble Books - these are good reading apps , it can help kids learn to read and practice reading"
        
        Text to Speech is one of Read&Write's most popular software tools. Hearing on-screen text read aloud instantly, in conjunction with dual highlighting, helps students and those in the workplace by offering a simpler means of comprehension.
        
        Mid-Tech Assistance
        
        Noise-canceling headphones is a great way to focus on studying or writing a term paper because they can block out background noise.
        
        Modified keyboard is easier to type instead of writing
        
        Audiobooks. Listening to audio books as an alternative to reading
- - - - Loud Telephone Ringer Light Box. ...
        
        Flasher for catching attention
        
        Vibrating Chime Receiver with Push Button Transmitter
        
        A microphone, headphones, wires, a receiver.
    - - A ‘hearing buddy’ - a classroom friend (or a one-on-one Instructional Assistant), who can repeat any information that a child with hearing problems may have missed.
      - Using Makaton
        Makaton is a simplified form of sign language, incorporating symbols and gestures, and is normally used with children with additional needs.
      - Teaching
        Don’t turn away from the class while talking, ensure that the child has understood every task or instruction.
      - Placing the child right at the front of the class to give the best possible chance of learning as hearing technologies only have an optimal range of one to three metres.
      - Visual boards with written instructions and expectations.
      - Meet with parents regularly to provide consistent support both at school and home.
      - Keep unnecessary noise to a minimum (by shutting the classroom door or windows) when necessary.
    - - An audio Induction Loop system is a microphone, an amplifier and a cable (induction loop) that circles a room or is worn around the neck and transmits the sound electromagnetically. The electromagnetic signal is picked up by the telecoil in a hearing aid, cochlear implant, or headset.
      - Audio-visual FM Systems facilitate speechreading for students who are oral-deaf or hard of hearing. An example would be the Audi See which includes a microphone transmitter and a headset-camera worn by the teacher. The student has a small monitor-receiver on the desk allowing the student to hear the teacher’s voice and see the teacher’s face.
      - FM System is a wireless system that transmits sound via radio waves. Being portable they are easy to take from one classroom to another or use outside school. The speaker wears a compact transmitter and a microphone, and the listener wears a portable receiver (a headphone, neck-loop, etc.).
      - Infrared (IR) Systems use invisible light beams to carry sound to a personal receiver. The receiver must be in direct line of sight of the light beam from the transmitter. These systems can only be used indoors. The transmitter is placed on the TV and plugs into an electrical outlet. The user wears a headset (receiver) operated by batteries.
      - Personal Amplified System is portable and can be used indoors or outdoors. It is used for one-on-one conversations or TV listening. These are also called “pocket talkers”. Example: Amplified Telephones.
      - Sound field systems send the teacher’s voice from a microphone to one or more speakers positioned close to the child or mounted to a wall.
      - Voice to text software programs.
  - - - Using auditory or visual cues to signal changes in the routine and giving the student advance [warning]
        ( A flashing light or a noise to signal when a task was to finish)(https://www.brainline.org/article/classroom-interventions-students-traumatic-brain-injuries)
      - Add filters or blue light filter on computers if a student is susceptible to epilepsy or causing eye strain or headaches. Be cause of the use of flashing images when showing videos in class as this can cause a seizure.
      - posting a visual chart of the daily routine. This can be a physical chart or set up online to help give access to their student parents as well.
    - - Allow the student o take photographs of homework or writing to allow them more time to read it outside of class and not struggle with writing
      - Use of emails to allow the parents access to the school if there is an issues with the student that need to be explained ASAP ( e.g. Kakao, whats app, etc)
      - use of a speech app to write what is being said. To help assist with note taking.
      - Use of handheld devices to use as personal assistant.
      - Use of software i.e. speech, recognition, screen reading to help in the classrom
    - - Keep the environment as distraction-free as possible. To help hone their concentration as it is.
      - Provide repetition and consistency in giving information in class
      - Classroom assistant to help with physical injuries i.e. cannot write, move, walk etc. Link Title
      - give space for access into the classroom and around the room
      - Give extra time in class to finish activities and provide assistance if possible. keep the information clear and concise.
      - Have consistent routines.
      - Use of physical objects to have available in the classroom i.e. wheelchair, cane, crutches, respiratory machine etc.
  - - - https://www.maxiaids.com/t/video-magnifiers
    - - https://mashtips.com/ocr-scanner-ios-apps/
    - - https://www.second-sense.org/2018/10/braille-notetakers/
  - - - computer
      - electronic tablet (iPad, iPod, Kindle, Samsung tablet etc.)
      - electric wheelchair
      - portable word processor
      - text to speech
      - speech to text
      - AAC Device
      - smart board
      - Graphing calculators
      - Specialized apps( Speak it! A text to speech app),Read2Go, Dragon Dictation, Notability, Talking Calculator, Virtual Manipulatives!, Draw Free for iPad
    - - Utilizing classroom accomodations (Graphic organizer, visual Schedules, Adapted Pencil (fat, skinny,triangular,golf,etc), Adaptive paper (graph,special spacing or texture,etc), Pencil grip, Post-it notes, highliters, velcro, slant board, adapted eraser, colored papers, binder clip(for turning pages), Jumbo materials, tactile ruler, Squishy balls or sensory fidgets)
      - Teaching assistant to observe, guide and follow-up with all the learning
      - Line Reader bar Magnifier to be able to read words easily
      - Stick to the classroom agreements and respect routines.
      - Use Clear instructions
      - Reinforce relations with parents to promote support at home.
    - - Big Keys keyboard to be able to recognize colors, and find keys easily
      - Tools which makes learning more engaging (screen magnifier, audio book, adapted cd player or music player, voice amplification,braille, wheel chair, scooter, flexible seating(bouncy ball, chairs with seat belts, wiggly butt cushions), calculators, draft builder). - Big Keys keyboard to be able to recognize colors, and find keys easily
      - alerting device ( like a clock, or powerpoint reminder, or sand clock) to attain achieving tasks
      - Earphones or headphones to prevent external disturbance and maintain focus
  - - - A flashing light or bell ring to signal when a task was to finish
      - Most schools have some time of overhead projector and using it can make a student that is hearing impaired more independent.
      - A microphone, headphones, wires, a receiver
    - - Encourage students to seat themselves toward the front of the classroom where they will have an unobstructed line of vision. ...
      - Visual boards with written instructions and expectations
      - Ensure that any background noise is minimised.
      - Visual daily schedule
    - - Remote microphones to use the classroom for teacher
      - Speech to text (STT)
        Using speech-to-text software Link Title
      - Hearing Assistive Technology (HAT)Link Title
  - - - Braille Sense U2 for language practice and learning as sense dictionary: it can access optional bilingual and English dictionaries and it allows sighted teachers and parents to view a student’s progress
      - HIMS Chat for face-to-face communication between the deaf blind person and another person through Bluetooth connection: it vibrates to alert the deaf blind person when the sighted person sends a message
      - Deafblind communication to interact with others: it allows these specific individuals to communicate with others their thoughts, wants, needs.
  - - - Shut the classroom door to minimize unnecessary noise
      - Meet with parents regularly to see their progress and if there are problems
      - Wear eyeglasses to provide less damage of their eyes