Please enable JavaScript.

Coggle requires JavaScript to display documents.

CERT 06/2020 Cohort 2 The Culture of Schooling: Module 2, Unit 3,…

- - - - Keyboards and touchscreens can also help kids who struggle with handwriting. Keyboards and touchscreens let kids input letters and words through typing or touching the screen, rather than by using a pen or pencil.
      - Dictation (speech-to-text) allows kids to write by using their voice. As they speak, their words appear on the screen. Keep in mind that to use dictation, kids must be able to speak clearly. They also need to learn verbal commands for things like punctuation. Some dictation software can also be used to convert audio recordings into digital text.
      - Word prediction suggests correct spellings of words after only a few letters are typed. Word prediction sometimes uses “word banks” (commonly used words in a topic area) to help kids come up with words and complete their sentences. Keep in mind that unlike dictation, word prediction requires using a keyboard.
      - Spell-check and grammar check are available on most word processors. Some AT tools for writing take spell-check and grammar check to the next level by checking for incorrect words that sound alike or that don’t make sense in context.
      - Text-to-speech (TTS) is typically thought of as a reading tool. But TTS can also be helpful for kids with writing issues. That’s because it can be used to read aloud what kids have written, so they can check for mistakes. Some TTS tools can also read words aloud as they’re typed. This gives kids real-time feedback on what they’re writing.
      - Graphic organizers are visual tools that can help to break down ideas and projects into smaller parts. Kids can use these tools to brainstorm and plan what they want to write. Graphic organizers come in many forms, from mind maps to diagrams to flow charts. They can be digital or pen and paper.
      - Dictionaries and thesauri can help kids who struggle with written expression to define a word or find the right one. Kids can use a print version or an electronic one on their preferred device. There are different types of dictionaries and thesauri, too. For example, a picture dictionary uses images to define words.
      - Handwriting tools can help kids who struggle to write by hand. For example, a pencil grip can help kids hold a pencil properly. A slant board raises the writing surface to give more leverage for handwriting. And lined or graph paper can help kids write in straight lines.
  - - - Boardmaker is a program we used in my school that is widely recognized by the Autism community and therefore allows consistent pictures in a child's life. Boardmaker can be used on-line at this link goboardmaker.com
        
        A daily schedule- shown here (Chirp, 2015) in a short video of someone explaining how they use ithttps://youtu.be/gCIOhTbHouo
  - - - Deep pressure may help integrate the senses and calm the overwhelming feelings and reduce anxiety
        
        Weighted vests or Inflated vests may have a calming effect on the nervous system
        
        Dr. Temple Grandin talks about deep pressure in this video clip (Prakash, 2018) https://youtu.be/zlrofT5okc0
        
        Squeeze Machine is another way to provide deep pressure. You can see an example of one on Autism Wiki (n.d.): Hug Machine
  - - - Research Autism (2019) defines Augmentative and Alternative Communication technology as: "any form of communication that people use if they are unable or unwilling to use standard forms of communication such as speech."
        
        Unaided Communication:
        
        Sign Language
        
        Facilitated Communication
        
        Total Communication Training
        
        Aided Communication:
        
        Low Tech
        
        non-electronic systems: communication boards/pictures, PECS (picture exchange communication system), other picture based systems
        
        Boardmaker is a program that is widely recognized by the Autism community and therefore allows consistent pictures in a child's life. Boardmaker can be used on-line at this link goboardmaker.com
        
        PECS is specifically a way for requested wants, needs, and other ways for a student to initiate communication. This short promotional video (PECS, 2019) explains a little more https://www.youtube.com/watch?v=RVopWPXfwLQ&feature=emb_logo
        
        High Tech
        
        Electronic communication aids: mobile phone, tablet, voice output communication aids/speech generating device
- - - - Linereader bar magnifier
      - Communication board
        
        It is a device--homemade or electronic--that allows students to use pictures to communicate.
    - - Big Keys Keyboard
        
        standard size computer keyboard with big size keys.
      - Audio recorders
        
        record and play back oral explanations of new material taught in class
    - - clicker software
        
        write sentences by selecting words, phrases and pictures
        
        writing-support tool
        
        develop reading and writing skills helps learners of all abilities to achieve their full potential
      - Text-to-speech software
        
        It is a program that converts text into spoken voice output.
  - - - should be a multidisciplinary process, including parents, teachers, physical therapists, assistive technology teachers, and any number of additional support staff. (Project IDEAL, 2013)
  - - - past assessments and Individualized Education Programs.
      - to form a relationship with the student's parents, as they are really the greatest experts on the capabilities of their child.
    - - intellectual functioning
      - adaptive skills
      - motor skills
      - sensory functioning
      - communication skills
- - - - Write Out-Loud
      - Intellitalk3
      - Aspire Reader 4.0
      - Type & Talk (Texthelp, 2018) https://www.youtube.com/watch?v=8-gPBhherL8
    - - Social Stories are tools used to share social information in a reassuring way that is easily understood (Parette et al., 2007).
        Carol Gray Social Stories
      - Power Cards are " visual aids developed by educators and parents to help students make sense of social situations, routines, the meaning of language, and the ‘hidden curriculum’ embedded in all environmental settings"
        (Parette et al., 2007).
        (The Watson Institute Pittsburg, 2016) https://www.youtube.com/watch?v=o_UVY17Yv1Q
  - - - Evenly mix direction instruction, individual seat-work, and cooperative group activities.
      - Teach student to attribute successes to effective strategy use and effort.
      - Be sensitive when pairing students together.
      - Teach organization skills.
    - - Explicitly teach social rules and skills.
      - Help student accurately label their own emotions and the emotions of others.
      - Use role-play to practice appropriate social responses.
      - Explain the “why” of social exchanges.
    - - Teach the student to identify signs of stress, anxiety, and anger.
      - Practice positive reinforcement.
      - Develop a coping plan with the student and practice it when they are calm.
      - Use visual scales to help label escalating emotions (1-5).
    - - Regularly communicate with family, counselors, and service providers.
      - Be aware of medication, effects, and administration schedule.
      - Monitor for signs of drug and alcohol use, self-harm, and gang involvement.
      - Immediately report threats of suicide.
- - - - United States Public Law (P.L.) 94-142, also known as the Individuals with Disabilities Education Act (IDEA) states:
        
        "to the maximum extent appropriate, handicapped children, including those children in public and private institutions or other care facilities, are educated with children who are not handicapped, and that special classes, separate schooling, or other removal of handicapped children from the regular educational environment occurs only when the nature or severity of the handicap is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily." (P.L. 94-142, § 1412 [5] [B])
    - - World Report on Disability
        
        According to the World Report on Disability, in 2004, it was estimated that 124.2 million people (from a total world population of 6.437 billion) of all ages suffered from hearing loss (World Health Organization, p. 297, 2011). This is approximately 1.93% of the world population.
        
        High-income countries (total world population of 977 million): It was estimated by the WHO that 7.4 million people from the ages of 0-59 suffer from hearing loss, which is 0.76%, whereas 18.5 million people above the age of 60 suffer from hearing loss, which is 1.89% (World Health Organization, p. 297, 2011).
        
        Low-income countries (total world population of 977 million): It was estimated by the WHO that 54.3 million people from the ages of 0-59 suffer from hearing loss, which is 5.56%, whereas 43.9million people above the age of 60 suffer from hearing loss, which is 4.49% (World Health Organization, p. 297, 2011).
        
        PREVALENCE in the world population
        
        The WHO estimates that in 2005, "278 million people worldwide have moderate to profound hearing loss in both ears" (World Health Organization, p. 172, 2011).
        
        What do they need?
        
        Assessment Strategies
        
        "When their range of literacy is an issue, students may require the use of a thesaurus or dictionary during exams. A personal computer with spelling and grammar functions may be required" (Australian Disability Clearing House on Education and Training, n.d.).
        
        "Provide alternatives to those assignments which are based on interviews or questionnaires, and be flexible with assignment deadlines, particularly if students have had to wait for transcripts of learning sessions" (Australian Disability Clearing House on Education and Training, n.d.).
        
        "Provide extra time in examinations, particularly extra time for reading questions. Some students will prefer to have questions and instructions ‘signed’ to them" (Australian Disability Clearing House on Education and Training, n.d.).
        
        Domenico Composto's Activity 2 Special Education Referral Process Coggle Flow Chart
        
        According to the WHO, "people who are hard of hearing may need speech-reading, assistive listening devices, and good environmental acoustics in indoor settings" (World Health Organization, p. 172, 2011).
        
        Accessible Technology
        
        Information and Communication Technology (ICT) "devices and systems, such as telephones, televisions, and the Internet, are often incompatible with assistive devices and assistive technology ..." (World Health Organization, p. 184, 2011).
        
        The following are needed to ensure ICT accessibility.
        
        1. " People with hearing and speech impairments, including the deafblind, need public or personal telephones and audio outputs adjustable in volume and quality, and equipment compatible with hearing aids" (World Health Organization, p. 184, 2011).
        
        2. "Many people need text telephones or videophones with visual displays of text, or sign language in real-time telephone communications ..." (United States Access Board, 2000; World Health Organization, p. 184, 2011).
        
        3. "To use computers and access the web, some people with disabilities" may need ... [closed] "captioning services ..." (Seeman, 2002; World Health Organization, p. 184, 2011).
        
        Webinar: Using technology in the classroom for Deaf students (ADCET1, 2016).
        
        Webinar by ADCET and the Australian Tertiary Education Network on Disability (ATEND) from May, 2016 website resources regarding Assistive Technology for Deaf Students.
        
        In addition, "Deaf and deafblind people use sign languages. They need bilingual education in sign language and the national language, as well as sign language interpreters, including tactile and hands-on interpreters" (World Health Organizaion, p. 172, 2011).
        
        Inclusive Teaching Strategies
        
        "Encourage students with a hearing loss to seat themselves toward the front of the lecture theatre where they will have an unobstructed line of vision. This is particularly important if the student is using an interpreter, lip-reading, relying on visual clues or using a hearing aid which has a limited range. Be aware that some students may not be comfortable with this suggestion or have alternate strategies. Respect their choices" (Australian Disability Clearing House on Education and Training, n.d.).
        
        "Use assistive listening devices such as induction loops if these are available in the lecture theatre. Hearing aids may include transmitter/receiver systems with a clip-on microphone for the lecturer. If using such a microphone, it is not necessary to change your speaking or teaching style" (Australian Disability Clearing House on Education and Training, n.d.).
        
        "Ensure that any background noise is minimized" (Australian Disability Clearing House on Education and Training, n.d.).
        
        "Repeat clearly any questions asked by students in the lecture or class before giving a response" (Australian Disability Clearing House on Education and Training, n.d.).
        
        "Do not speak when facing the blackboard. Be aware that moustaches, beards, hands, books or microphones in front of your face can add to the difficulties of lip-readers. Students who lip-read cannot function in darkened rooms. You may need to adjust the lighting in your teaching environment. If a sign interpreter is employed, follow the hints for working with a sign interpreter" (Australian Disability Clearing House on Education and Training, n.d.).
        
        "It is difficult for a student watching an interpreter to also take notes from an overhead or blackboard. An interpreter is unable to translate concurrently both your words and any information given on an overhead. It is important therefore that all information should also be available as handouts" (Australian Disability Clearing House on Education and Training, n.d).
        
        "Provide written materials to supplement all lectures, tutorials and laboratory sessions. Announcements made regarding class times, activities, field work, industry visits etc, should be given in writing as well as verbally" (Australian Disability Clearing House on Education and Training, n.d.)
        
        "Allow students to record lectures or, preferably, make available copies of your lecture notes. Flexible delivery of teaching materials via electronic media is also particularly helpful for students who have difficulty accessing information in the usual ways. For students with a hearing loss, new technology - and the internet in particular - can be used to bridge many gaps" (Australian Disability Clearing House on Education and Training, n.d.)
        
        "Ensure that lists of the subject-specific jargon and technical terms which students will need to acquire are made available early in the course. If interpreters or captioning are being used as an adjustment, make this list available to the professionals providing the service as early as possible" (Australian Disability Clearing House on Education and Training, n.d.).
        
        "Any videos or films used should, where possible, be captioned. When this is not possible, you will need to consider alternative ways for students with hearing impairment to access the information" (Australian Disability Clearing House on Education and Training, n.d.).
        
        "In tutorials, assist students who lip-read by having the student sit directly opposite you and ensure, if possible, that they can see all other participants. Control the discussion so that only one person is speaking at a time" (Australian Disability Clearing House on Education and Training, n.d.).
        
        "Students with hearing loss, especially those with associated speech issues, may prefer to have another student present their tutorial papers" (Australian Disability Clearing House on Education and Training, n.d.).
        
        "Language abilities are often affected by hearing loss, depending on the age of onset. Students who acquired their hearing loss early in life may have literacy issues. In some cases, providing reading lists well before the start of a course for students with a hearing loss can be beneficial. Consider tailoring these reading lists when necessary, and provide guidance to key texts" (Australian Disability Clearing House on Education and Training, n.d.).
        
        "Allow assignments or reviews to be completed on an in-depth study of a few texts rather than a broad study of many" (Australian Disability Clearing House on Education and Training, n.d.).
        
        "Where live remote captioning is provided, a transcript of the session can usually be assessed within 24 hours. It is recommended that these be emailed directly to the student as an accurate record of reference" (Australian Disability Clearing House on Education and Training, n.d.).
- - - - Official Definition:
        "a severe orthopedic impairment that adversely affects a child’s educational performance. The term includes impairments caused by a congenital anomaly, impairments caused by disease (e.g., poliomyelitis, bone tuberculosis), and impairments from other causes (e.g., cerebral palsy, amputations, and fractures or burns that cause contractures"
        (Sec. 300.8 (c), 2007)
      - Potential Causes:
        (Logsdon, 2020)
        
        Genetic abnormality
        
        absence of a member
        
        club foot
        
        Injury
        
        Disease
        
        poliomyelitis
        
        bone tuberculosis
        
        Birth trauma
        
        Amputation
        
        Burns
        
        Fractures
        
        Cerebral Palsy
  - - - https://www.youtube.com/watch?v=sAv543wCHDE
  - - - canes
      - wheelchairs
      - walkers
      - specialized exercise equipment
      - specialized desks, chairs and tables
    - - dynavox
        https://www.youtube.com/watch?v=g95TO20hnmo
    - - non-slip plates and bowls
      - tables that have adjustable heights
      - adaptive scissors/ art supplies
      - rugs with non-skid bottoms
      - special toilet seats
- - - - 1.5 Million Children under 19 have some form of hearing loss (Health care 2019)
  - - - Keep Classroom doors closed
      - Be mindful of Back lighting: for example do not stand in front of a window
      - When using visuals be sure to provide short moments of quiet so they can process both visual and auditory input
      - Summarize Student answers being sure to face Hearing Impaired Student
      - Use Rugs to help dampen background noise
      - Be sure the Students Hearing aid/FM devices are working properly
  - - - Infrared and Audio Induction Loop System - A system that uses infrared light beams to transmits sound the students personal receiver like a head phones, hearing aid or cochlear implant
      - FM- Device - Allows the student to hear the speaker using the microphone on an consistent FM signal. Background noise is limited
      - Closed Captioning on any video
      - Hearing aids
      - Cochlear implants
- - - - • Almost half a million(473,947)emergency department visits for TBI are made annually by children aged 0 to 14 years.
        • Adults aged 75 years and older have the highest of TBI-related.
        Joeken H, 2018
      - Additional facts about TBI : Joeken H, 2018
        • Medical cost for treating persons suffering from TBI comes to a close estimate of $60,000.
        • In the United States, it is the cause of deaths ranging from 30.5% yearly.
        • Annually, all the TBI related problems occur from mild traumatic brain injury or concussions.
  - - - The Signs of TBI (for children):
        
        Social, behavioral, or emotional problems
        
        Physical disabilities
        
        Difficulties with thinking
  - - - The school will need to evaluate the child thoroughly. This evaluation will let the school and parents know what the student’s educational needs are. The school and parents will then develop an Individualized Education Program (IEP) that addresses those educational needs.
    - - Keep track of your child’s treatment.
      - Learn about TBI
      - Work with the medical team to understand your child’s injury and treatment plan. Don’t be shy about asking questions. Tell them what you know or think. Make suggestions.
      - Talk to other parents whose children have TBI.
      - If your child was in school before the injury, plan for his or her return to school. Get in touch with the school. Ask the principal about special education services.
      - Keep in touch with your child’s teacher
    - - 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.
      - Give directions one step at a time. For tasks with many steps, it helps to give the student written directions.
      - Find out as much as you can about the child’s injury and his or her present needs.
      - Give the student more time to finish schoolwork and tests.
      - Show the student how to perform new tasks. Give examples to go with new ideas and concepts.
      - Check to make sure that the student has actually learned the new skill. Give the student lots of opportunities to practice the new skill.
      - Show the student how to use an assignment book and a daily schedule. This helps the student get organized.
      - Realize that the student may get tired quickly. Let the student rest as needed. Reduce distractions.
      - Keep in touch with the student’s parents. Share information about how the student is doing at home and at school.
      - Be flexible about expectations. Be patient. Maximize the student’s chances for success.
    - - Devices for Memory and Organization: These assistive technology devices focus on helping the student with memory and organization difficulties
        
        calendar boards
        
        schedule organizers
        
        voice organizers
        
        medication reminders
        
        Smartphones
        
        specialized watches
        
        PDA devices
      - Devices to Access Information: These assistive technology devices focus on aiding the student to access the educational material.
        
        speech recognition software
        
        screen reading software
        
        tinted overlays for reading (this may help with visual processing)
        
        academic software packages for students with disabilities
      - Devices for Positioning and Mobility: These assistive technology devices focus on helping the student participate in educational activities.
        
        canes
        
        crutches
        
        wheelchairs
        
        specialized beds
        
        specialized chairs, desks, and tables
      - Assistive technology: improving access through four steps https://www.youtube.com/watch?v=e1TqInVnFFQ
  - - - Daily Living Aids
        
        Shower Chair
        
        Ramp
        
        Grabber/Reacher to help with cooking and carrying/moving items around the kitchen
        
        Long Stick tool to help with getting dressed
      - Mobility Devices
        
        Wheelchair
        
        Walker
        
        Cane
        
        Crutches
      - Memory Assistance
        
        Audio Players and Recorders
        
        Software Application (app) for medication monitoring and reminders
        
        Software Application (app) for scheduling and keeping track of appointments
      - Eyewear
    - - Medications
      - Treatment for Mild TBI
      - Emergency Treatment for TBI
      - Rehabilitation Therapies
        
        Types of therapies for TBI
        
        Cognitive therapy
        
        Vocational counseling
        
        Speech therapy
        
        Psychological counseling
        
        Occupational therapy
        
        Physical therapy
- - - - changing appearance of text and/or background. 2. Magnify text and /or computer screen. 3. Provide E-text with tracking support or highlighting. 4. Provide E-text with auditory support.
        
        Assistive Technologies to assist visually impaired students for Reading
        
        Hand-held magnifiers allow students to access not only text but other objects in their environment. Braille can be used for students who do not have significant vision to rely on other supports. Braille Labeler will not only reinforce vocabulary, spelling, and reading but will also promote independence and assist with orientation. Audio books may also be used although teachers stress no too much. Digital Text provides one of the widest ranges of options to students of varying needs.
        
        Assistive Technologies to assist visually impaired students for writing.
        
        A variety of writing tools such as bold felt tip markers. Adaptive paper. Slate & stylus. Handheld digital recorders. Video magnification/CCTV. Word processor. Word processors with specialized software. Word Processor with refreshable Braille display. Manual & electric Braille writers. Braille embosser.
        
        It is also necessary to consider the following
        Glare. Contrast. Lighting. Positioning. Reducing Visual Clutter. Visual cues. Self-Advocacy.
- - - - Children and youth have hearing and visual impairments,the combination of which causes such severe communication and other developmental and educational needs that they can not be accomodated in special education programs solely for children with deafness or children with blindness. Sec.300.8(c)(2)
    - - • Have documented hearing loss (mild to profound degree) and vision losses (low vision to legal blindness)
        
        • Have a diagnosed syndrome or pathology that impacts hearing and vision
        
        • Have multiple disabilities that impact central processing abilities as demonstrated by inconclusive vision and hearing responses during evaluations or in their natural environment
    - - 1,50 percent of people in the deaf-blind community have Usher Syndrome,If a person has Usher 1, she is born deaf, and starts to lose her vision usually in the teen years. If a person has Usher Syndrome 2, he is born hard of hearing and starts to lose his vision later on. With Usher 3, a person is usually born with normal vision and hearing, or with a mild hearing loss, and start to lose both senses later in life.
        
        2， Other common causes of deaf-blindness include birth trauma, optic nerve atrophy, cataracts, glaucoma, macular degeneration, or diabetic retinopathy.
        
        3, Others may become deaf-blind through accidents or illnesses.
    - - 1, Contingenitally Deaf with Aquired Blindness
        
        Contingentally Blind with Aquired Deafness
        
        Aquired Deaf and Aquired Blind
        
        Contingentally Deaf and Contingentally Blind
    - - Signed Languages
        
        Adapted Signs
        
        Tactile Sign Language
        
        Tracking
        
        Tactile Fingerspelling
        
        Speechreading
        
        Tadoma
        
        Face to face communication systems
        
        Screen Braille Communicator
        
        TTY with Braille Display
        
        Captel
        
        Braille Notetakers
        
        Alternate communication
        
        Print on Palm
    - - Involve the student in the brainstorming process; ask him/her to make suggestions about environmental and instructional strategies that are helpful.
        
        Provide directions and instructions using the student’s preferred and strongest mode of communication. Many students will benefit from total communication approach including spoken language, tactile information, and sign language.
        
        Provide information to the student to indicate that a new task is beginning, the expectations for the lesson, and prepare the student for transitions to new activities. Consistency across routines will facilitate learning.
        
        Allow opportunities for repetition and practice of previously introduced material.
        
        Work with other team members to identify appropriate homework options and requirements.
        
        Provide appropriate visuals including charts, figures, tables and allow plenty of time for descriptions of materials and activity (in child’s preferred mode of communication).
        
        Provide ample time for exploration and play with manipulatives before requiring students to complete the task.
        
        Use hands-on learning experiences that incorporate a multisensory approach and rely on information available through touch, smell, and movement.
        
        Capitalize on sense of touch through the systematic use of math manipulatives throughout the grade levels. Pair students with peers while vocabulary specific to the lesson is introduced and allow them to practice related concepts with manipulatives.
        
        Provide the level of prompting needed for the task and specific to the child’s strengths. For example, rely on verbal prompts and language for introducing concepts to a child who has better use of hearing than vision.
        
        Provide optimal lighting conditions to capitalize on the student’s residual vision. Reduce glare, increase contrast between materials, manipulatives, and ensure that the size of the materials and print are appropriate for the student’s vision.
        
        Consider close proximity to the activity and teacher during instruction. Positioning of the student and the materials must be based on understanding the child’s acuity and any field loss concerns. For example, a child who has a field loss on the left side will need materials presented on the right side. Accurate information about the child’s vision and hearing and how those losses impact access to information are CRITICAL.
        
        Consider the acoustics of the environment and whether extraneous noises can be reduced or eliminated during instruction.
        
        Optimize use of additional support staff, including interpreters and interveners, to assist the child in accessing classroom information and concept development.
        
        Carefully consider the arrangement of the classroom so that mobility is encouraged and comfortable for the child. Experiencing a simulation of dual sensory impairments may assist in identifying features of the environment that need to be adjusted.
        
        Consult with assistive technology specialists to discuss possibilities of low to high tech devices for increasing independence and participation. Some students with visual impairments will benefit from light boxes to increase contrast between objects and background and/or other devices to enlarge or magnify print and materials. Students with hearing impairments may benefit from amplification systems or assistive listening devices.
        
        Provide instruction at an appropriate pace, frequently checking for understanding and reteaching concepts as necessary.
        
        Provide appropriate wait time for the student to respond to instruction or directions.
        
        Have classmates identify themselves as they answer questions and participate in class discussions to allow the student to orient to the speaker.
        
        Consider having the primary instructor positioned in one location during the lesson, away from glare and optimizing contrast with background materials.
    - - The Individuals with Disabilities Education Act (IDEA，2020)
        
        It is a law that ensures that students who are deaf or hard of hearing receive an appropriate education. Included in this law is development of an Individualized Education Program (IEP) and an Individualized Family Service Plan (IFSP).
        
        Section 504 of the Rehabilitation Act of 1973 (Section 504,2020)
        
        It is a law that ensures that individuals with disabilities will not be excluded from participation in programs that receive federal financial assistance, such as public schools.
        
        The Americans with Disabilities Act（ADA,2020)
        
        It is a law that ensures deaf children have access to state and local governments, public accommodations, commercial facilities, transportation, and telecommunications.
    - - Depending on others to feel safe and informed
        
        Learning and using communication strategies
        
        Becoming aware of and navigating their surroundings
        
        Finding social, living and employment situations that fit their individual talents, needs and aspirations
        
        Overcoming barriers that complicate their interactions with non DeafBlind people
- - - - Reading, writing, math, language, memory, reasoning
    - - Interpersonal communication, ability to make friends, empathy, social judgement, ability to follow rules
    - - Everyday tasks, i.e. organizing schoolwork, personal hygiene, paying for things, etc.
  - - - Repetition of tasks helps students learn and remember things
    - - Keeping students protected from sharp objects, dangerous products (cleaning supplies, etc.), medicines, small ingestible objects, steep ledges, etc.
    - - Having a quiet place for the student to complete work without distractions
    - - Ideal teacher-student ratio should be 1 teacher for every 3 students
    - - Use of multiple senses in learning (Visual, auditory, tactile, smell/taste/touch, etc.
  - - - Occasional or infrequent support, only as needed, occasional professional consultations or monitoring of student
    - - Regular support but can be administered as-needed, occasional contact with professionals
    - - Usually continuing support, regular contact with professional at least once a week
    - - Potentially lifelong support, regular or continuous contact with professionals. Generally only required for Moderate to Severe Disabilities
- - - - Instructional Accommodations
        
        Note Taking
        
        Peer feedback
        
        Frequent Breaks
        
        Gesture ques/ Visual ques
        
        Computer options
        
        Tracking sheet/agenda
        
        Extra time on test and assignments
        
        Repetition of information
        
        Peer tutoring
        
        Taped Text
      - Environmental Accommodations
        
        Alternate classroom or workspace
        
        Seating plan/ proximity to teacher
        
        Noise cancelling headphones or quiet room
        
        Strategic seating
        
        Teachers can reduce the visual and auditory stimuli in the classroom
        
        Technology that assists student such as a laptop
      - Assessment Accommodations
        
        Extra time to finish examinations
        
        Oral examinations or assignments
        
        Computer options
        
        "Augmentative and alternative communications systems (Ministry of Education, 2017)
        
        Allow student to finish assignment over time
        
        "Assistive devices or adaptive equipment (Ministry of Education, 2017)
        
        (Ministry of Education, 2017)
      - https://www.youtube.com/watch?v=X6rT2_fn4u0
    - - White Noise (YouTube)
        
        White noise is an effective tool that reduces noise pollution or unwarranted auditory stimuli, which can cause a loss of concentration
        
        White noise pair with noise cancelling headphones can create a meditative state that can increase a student concentration on the task at hand.
      - MathPad/ MathTalk (App)
        
        "Electronic math worksheet software enables students to organize and work through problems on a computer screen. Numbers that appear onscreen can be read aloud by a speech synthesizer (Stanberry, Raskind, 2017)
      - AlphaSmart Writer Learning (Device)
        
        are portable word processing devices that help students with ADD/ADHD who have trouble handwriting
        
        These devices are meant to help students take accurate notes and have speech to text capabilities
      - Audio Books
        
        Allows students to listen to text with the ability to stop, slow down and repeat certain sections of their textbook
      - Rescue time (App)
        
        "RescueTime tracks your online activity and generates a report of how much time you spend on your websites and applications. This can be a way to see where you are spending your time and can help you see where you might want to make adjustments to your activity (Illinois University, 2020)"
      - Scanningpenshop (Device)
        
        This device scans documents and text, providing student with pronunciation, definitions and contexts of sentences and specific words.
        
        This device helps students with ADD/ADHD with reading speed and overall reading comprehension and retention of information.
      - Time Timer (App)
        
        Time Timer is an app that is mean to help with time management, ensuring that students allocate their time and efforts appropriately for the task at hand
        
        Time management is a major indicator of some one has ADD/ADHD, apps such as this can drastically help a student use their time wisely both in the classroom and at home doing homework
      - https://www.youtube.com/watch?v=CNFfiYQ6f60
  - - - Poor attention to detail skills
      - Issues sustaining attention. I.e: conversations, reading, homework, lectures
      - Difficulties organizing thoughts and finishing homeworking,
      - "Fail to follow through on instructions, fail to finish schoolwork, chores, or duties in the classroom, or start tasks but quickly lose focus and get easily sidetrack (NIMH, 2016)"
      - Forgetfulness
      - "Avoids or dislikes tasks that require sustained mental effort, such as school work... or for teens and older adults, preparing reports, completing forms, or reviewing lengthy papers (NIMH, 2016)"
      - https://www.youtube.com/watch?v=5l2RIOhDXvU
      - Statistics
        
        In accordance to the the article, Canadian ADHD Practice Guidline, states that roughly 9% of children and adolescents between the age of 5-15 are diagnosed with ADD/ADHD (CADDRA, 2018).
        
        That's roughly 3.2 Canadian children who 's learning is affected by this condition.
        
        That's 2.5 million more then all other learning disabilities combined
  - - - Identify warning signs of ADD/ADHD in your student
      - Review student records and start a dialogue with parents, principal, appointed student councellor
      - Conduct further assessment of student and determine academic proficiency benchmark
    - - Collaborate with all faculties and establish roles and responsibilities
      - Create academic benchmarks and goals
      - Record students strengths, weaknesses, accommodations needed in order to reach the curriculum requirements
    - - "Determine teaching strategies and assessment methods (for modified and alternative expectations) (Ministry of Education, 2004)
      - Determine classes and lessons that will require differentiated instruction
      - Develop a transition plan if students are moving from elementary school to high school
    - - "Share the complete IEP with the student, parents, school staff, and other professionals involved in the students learning or academic success (Ministry of Education, 2004)"
      - Once the IEP has been reviewed, put the individual learning plan into practice
      - Continually assess the students performance with reference to original academic benchmark and future goals
      - Evaluate students progress and report to parents and others involved in the students success
    - - Update and performance expectations after each report card
      - Review the individual learning plan continuously to ensure that the student is meeting benchmarks
      - Plan for transition
- - - - Stuttering: rapid-fire repetitions of consonant or vowel sounds especially at the beginning of words
      - Cluttering: excessively fast and jerky speech
    - - Omissions: (bo for boat)
      - Substitutions: (wabbit for rabbit)
      - Distortions: (shlip for sip)
    - - problems with the quality or use of one's voice resulting from disorders in the larynx
      - abnormal production and/or absences of vocal quality, pitch, loudness, resonance, and/or duration
  - - - restrictions in word meanings
      - excessive use of nonspecific terms
      - poor vocabulary development
    - - shorter and less elaborate sentences
      - use fewer cohesive conjunctions
      - difficulty in acquiring the rules that govern word order and others aspects of grammar
    - - difficulties with the inflections on nouns, verbs, and adjectives that signal different kinds of meanings
    - - lack an understanding of the rules for making eye contact
      - lack an understanding of the rules for respecting personal space, requesting information
      - problems in understanding and using language in different social contexts
    - - hard to understand or as not saying the sounds correctly
      - Apraxia -- student may want to speak but has difficulty planning what to say
- - - - Helping children with articulation disorders to learn proper production of speech sounds
      - Helping children who stutter to speak more fluently
      - Assisting children with voice disorders to improve their voice quality
      - Helping individuals with aphasia to relearn speech and language skills
      - Assisting individuals who have difficulty swallowing as a result of illness, surgery, stroke, or injury
      - Evaluating, selecting, and developing augmentative and alternative communication systems
      - Enhancing communication effectiveness
  - - - Speech Perception Intervention (BrookesPublishing, 2010)
        
        Tactuality; a Grounded Model (BrookesPublishing, 2010)
  - - - understanding figurative language and recognizing ambiguities in language
      - monitoring comprehension, requesting clarification
      - improving depth of vocabulary understanding and use
      - paraphrasing information
      - improving knowledge of vocabulary, including knowledge of curriculum-related vocabulary
    - - enhancing phonological awareness skills,
      - eliminating any residual phonological processes.
    - - judging the correctness of grammar and morphological word forms
      - improving the ability to understand and formulate more complex sentence structures (e.g., compound sentences; complex sentences
      - improving morphosyntactic skills (e.g., use of morphemes in simple and complex clauses
      - increasing the ability to analyze morphologically complex words (e.g., prefixes, suffixes)
    - - increasing discourse-level knowledge and skills
      - learning what to say and what not to say;
        learning when to talk and when not to talk
      - using language in various contexts to convey politeness, persuasiveness, clarification
- - - - Key Features
        
        Six collections of activities
        
        Most commonly used first words
        
        Introduction to core vocabulary
        
        Introduction to phrases
        
        Introduction to meaning and multi-meaning
        
        Over 200 animations
- - - - Communication
        
        Be sensitive to the influence of ADHD on emotions, such as self-esteem issues or difficulty regulating feelings;
        
        Give frequent feedback for positive behavior
        
        Understand that children with ADHD may become deeply absorbed in activities that interest them (hyper-focus) and may need extra assistance shifting their attention.
      - Assignments and Tasks
        
        Provide choices to show mastery (for example, let the student choose among written essay, oral report, online quiz, or hands-on project)
        
        Make sure assignments are not long and repetitive. Shorter assignments that provide a little challenge without being too hard may work well
        
        Allow breaks—for children with ADHD, paying attention takes extra effort and can be very tiring
        
        Allow time to move and exercise and
        Minimize distractions in the classroom
        
        Use organizational tools, such as a homework folder, to limit the number of things the child has to track
      - Make assignments clear—check with the student to see if they understand what they need to do
      - Following up and Connecting with Parents, Learning Support, Administration
        
        Observe and talk with the student about what helps or distracts them (for example, fidget tools, limiting eye contact when listening, background music, or moving while learning can be beneficial or distracting depending on the child)
        
        Involve the school counselor or psychologist.
        
        Communicate with parents on a regular basis
        
        Develop a Plan That Fits the Child
        
        CDC funds the National Resource Center on ADHD (NRC), a program of Children and Adults with Attention Deficit/Hyperactivity Disorder (CHADD). The NRC provides resources, information, and advice for parents on how to help their child
        
        https://chadd.org/for-parents/individuals-with-disabilities-education-act/