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13 Categories of Disabilities as Identified by [IDEA] …

- - - - Mid-Tech
        
        Voice Output Communication Aids (VOCAs): an augmentative tool for expressive verbal communication. Assists in language comprehension, social skills, expressive communication, and academic skills.
        
        Talk Pad
        
        Voice in the Box
        
        Step by Step Communicator
        
        Big Mack
      - Low Tech
        
        Visual Support Strategies Students on the autism spectrum often work visually. There are several low cost options to adapt learning for students on the spectrum.
        
        Dry Erase Boards
        
        Highlight Tape
        
        Visual Routine Checklist
        
        Calendars
        
        Photo Albums
      - High Tech
        
        Computers & Adaptive Hardware: These tools help students with ASD increase attention and focus, while helping increase fine motor skills and decrease agitation.
        
        Video Cameras: For Special Education teachers, video cameras can be used for studying and demonstrating non-verbal cues such as voice tone, body language, facial expressions, etc.
        
        Phones: A phone itself is expensive, however they are widely available and have a plethora of free and paid apps to assist students on the spectrum with sequencing, voice augmentation, social and emotional expression, etc.
    - - Evaluate and Assess Sensory Needs
        
        Carry heavy objects to incorporate exercise into the schedule, while allowing students to build confidence by contributing to the classroom.
        
        Incorporate exercise into the day, such as a walk around campus.
        
        Provide fidget toys, such as spinners, clay, weighted lap pads, foot rollers, or chair bands to assist in regulating their sensory system.
        
        Continually assess lighting, temperature, smells, and sounds within the environment.
      - Adapt Physical Environment
        
        Limit auditory, visual, and sensory distractions in the classroom.
        
        Give proximity to materials, instruction, and instructor.
        
        Create clear visual boundaries and make key learning centers obvious
        
        Create a "quiet corner" in a low-traffic area of the classroom. Students with sensory sensitives can use this area to take breaks from auditory or visual stimulus of a classroom.
      - Create Visual Learning Opportunities
        
        Many students on the autism spectrum are visual learners and may have a difficult time with verbal or written instructions
        
        Create a personalized, visual schedule for your student.
        
        Highlight important information on assignments and other documents.
        
        Color code information on assignments
- - - - Stress the importance of a designated quiet space for the student only to study - not play.
      - Teach functional skills that may not be so easy or obvious for a student with an intellectual disability
      - Use a lot of visuals and pictures to help teach concepts that the student finds difficult
      - Repeat, repeat, repeat! Even when the student seemingly understands an idea, make sure you use repitition and reinforcement constantly.
      - Keep a defined schedule with the student. Try to mix up physical activities with seated, critical thinking activities.
      - Assistive Technologies can reduce a child's stress when he or she is faced with a tough challenge. They can include thing such as a speaking word processor or a graphic organizer. Other technological tools include a calculator that simplifies equations that may otherwise be too complex.
    - - What is Intellectual Disability? (2020, March 23). Retrieved from https://www.specialolympics.org/about/intellectual-disabilities/what-is-intellectual-disability
      - Manager. (2018, February 19). Strategies for Teaching Students with Intellectual Disabilities. Retrieved from https://therapytravelers.com/strategies-teaching-students-intellectual-disabilities/
      - Parette, H., Crowley, P., & Wojcik, B. (2007). Reducing Overload in Students with Learning and Behavioral Disorders: The Role of Assistive Technology. TEACHING Exceptional Children Plus, 4(1). Retrieved from https://files.eric.ed.gov/fulltext/EJ967467.pdf
- - - - Adaptive Equipment. (Adaptive Equipment to Promote Literacy. March, 24, 2012. https://www.pathstoliteracy.org/technology/adaptive-equipment-promote-literacy)
        
        AbleNet: provides multiple communication aids, e.g. record a repetitive line of a story, record "Time to turn the page", or record sound effects that go along.
        
        Adapted Stories: Speech and language pathologist Patti Debaum creates early literacy stories for students with special needs.
        
        Don Johnston: provides adaptive electronic equipment to access computers, and other electronic devices to aid communication and independence.
        
        Duxbury Systems: provides software that translates written text into Braille.
        
        Edmark Reading Program: Teaches beginning reading and language development to nonreaders and those who have been unsuccessful using other programs. Also has voice output if searching for appropriate software for student with visual impairments.
        
        Hatch: an amalgamation of educational resources and products available for students with a variety of special needs. Companies highlighted in the catalog include; Edmark, Broderbund, Intellitools, Laureate, Don Johnston, The Learning Company, Soft Touch and many more. They also offer products to enhance early childhood learning.
        
        Laureate: provides exceptional software for children with developmental disabilities, language learning difficulties, and reading difficulties.
        
        IntelliKeys offer a programmable keyboard that allows students who can't use the traditional keyboard and mouse to develop literacy skills through pictures and text on a computer.
        
        IntelliTools incorporates multimedia modeling, animation, and auditory support to assist students to develop challenging concepts.
        
        Clicker5 is a writing-support tool that enables student to write sentences by selecting words, phrases and pictures.
        
        Smart Boards, interactive white boards, are a presentation system consisting of a whiteboard, computer, projector and tools. These include free web resources, commercially available software and alternative access devices for both a keyboard and a mouse.
    - - Peer Buddy Support
      - Partial Participation
      - Modify Curriculum
      - Position Students
- - - - Early intervention is crucial
        Otherwise, secondary symptoms e.g., lack of reading experience and sub average reading experience, may impede the student’s growth of vocabulary and background knowledge
        Citation:
        FAQs: is there a cure for dyslexia? (n.d.). Retrieved April 4, 2020, from IDA website, www.DyslexiaIDA.org.
        
        Mismatch in educational level compared to their peers often causes stress, anxiety, self-image, depression, etc.
        Citation:
        Shultz, J. (2013). The dyslexia-stress-anxiety connection, 1-4. Retrieved October 1, 2013, from IDA website, www.DyslexiaIDA.org.
      - Accommodation:
        Listening to the child’s feelings
        Personal education plan involving:
        Reading guidelines, lesson notes, visual presentation to help understanding, extended timing, peer-mediated learning (e.g., reading about to each other, conducting lab experiments, etc.)
        Citation:
        Mercer, C. (2004). Accommodating students with dyslexia in all classroom settings.
- - - - 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. These schedules can then be used as prompts to direct the student back on task
      - For more complex activities, simplify steps to make them more manageable
      - Keep these schedules as consistent as possible, and keep unstructured time at a minimum
      - Allow extra time for finishing assignments or for testing
      - More Global Strategies
        
        Develop objectives to achieve this goal
        
        efine the actions necessary to achieve the desired outcome
        
        Clearly define your goal
      - Teach these students specific techniques for organizing their thoughts and materials. Organize the classroom accordingly, and keep all materials in permanent locations for easy access
      - Allow extra time for these students to shift from one activity or environment to the next.
    - - For older students, personal digital assistants, dictating machines, and a variety of computer programs can perform the same task.
      - Otherwise, the same organizational technologies and strategies applied to the general population of students will be especially effective with these students
- - - - Communication Software: such as Sayit, Hear You Now, and Predictable
      - Canes and Crutches: to help student move around in class
      - Specialized Desk: desk moves up and down to accommodate wheel chairs
      - Assistive Techologies https://www.verywellfamily.com/what-is-orthopedic-impairment-2162506
      - Speech Recognition Software: technology that recognizes speech and allows voice to interface between student and computer
      - Wheel Chair: there are many technological advances in wheel chairs such as the smart wheel chair and eye controlled wheel chairs
      - Other Accommodations https://www.verywellfamily.com/what-is-orthopedic-impairment-2162506
      - Excused From Gym Class: depending on the student disability, some students will have to excused from gym class
      - Special Transportation Lanes: Federal law requires school districts to provide the transportation necessary for disabled students
      - Teacher Awareness of Disability: disabled students might get tired more easily then their peers
      - Classroom Arrangement: the classroom should be arranged for these students to move around easily
- - - - Devices for Memory and Organization:
        
        Calendar boards
        
        Smartphones
        
        Schedule organisers
        
        voice organisers
        
        medication reminders
        
        specialized watches
      - Devices to Access Information
        
        Speech recognition software
        
        Screen reading software
        
        tinted overlays for reading (this may help with visual processing)
      - Devices for Positioning and Mobility:
        
        Canes
        
        Wheelchairs
        
        crutches
        
        Specialised beds, chairs, desk or tables
    - - repeat instructions if needed
      - Provide written instructions
      - model tasks
      - Be prepared for students' reduced stamina and increased fatigue and provide rest breaks as needed
      - avoid figurative language
      - Reinforce lengthening periods of attention to appropriate tasks
      - Keep the environment as distraction-free as possible
      - Find out as much as you can about the child's injury and his or her present needs. Find out more about TBI.
      - Give the student more time to finish schoolwork and tests
      - Have consistent routines. This helps the student know what to expect. If the routine is going to change, let the student know ahead of time
    - - Careful plan the students re-entry to the school
      - establish links with the trauma/ rehabilitation centre
      - Find out whether the child needs to re-learn previously known information
      - train teachers on how to deal with the student
      - Supervision may be needed (i.e. between the classroom and restroom) as the child may have difficulty with orientation
- - - - Computer Adaptations
        
        Screen reader: converts text on a computer screen to audible speech
        
        Screen enlargement software: increases the size of text and images on a computer screen
        
        Braille printer: connects to a computer and embosses braille on paper
        
        Refreshable Braille display: converts text on computer to braille by an output device connected to the computer
        
        Braille translation software and equipment: converts print into braille and braille into print
      - Optical Devices
        
        Closed Circuit Television (CCTV): enlarges an image to a larger size and projects it on a screen
        
        Magnifiers: enlarges images
        
        Telescopes: used to view distant objects
      - Adaptive Devices
        
        Optical character reader: converts printed text into files on a computer that can be translated into audible speech or Braille with appropriate equipment and software
        
        Electronic braillewriter: produces braille, translates braille into text or synthetic speech
        
        Braille notetakers: lightweight electronic note-taking device that can be connected to a printer or a braille embosser to produce a printed or brailled copy
        
        Talking calculators: calculates with voice output
    - - Encourage independence by maintaining consistent locations for materials, desks, and other objects
      - Create an accommodating environment through use of lighting and verbal cues
      - Ensure access to textbooks and instructional materials in the appropriate media and at the same time as their sighted peers