IDEA Disability Categories
Incidence rates / Prevalence
Specific Learning Disability (High Incidence)
Speech or Language Impairment
(High Incidence)
Visual Impairment (Low Incidence)
High Incidence
Deafness (Low Incidence)
Developmental Delay
Emotional Disturbance (High Incidence)
Intellectual disability 0.6%
Other Health Impairment
Intellectual Disability (High Incidence)
High Tech Tools
Low Tech Tools
Supports/Accommodations
Low Tech
Autism (High Incidence)
Speech or Language impairment 1.4%
Deaf Blindness (Low Incidence)
Resources in audio form.
Communication boards 
Personal FM Listening Systems
Low Tech Tools
Autism is a complex neurobehavioral condition that includes impairments in social interaction and developmental language and communication skills combined with rigid, repetitive behaviours.
Acetate or color filters give text more contrast
Mid-Tech
Speech synthesizers/screen readers
High Tech Tools
Electronic Math Worksheets
Music
Hearing Impairment (Low Incidence)
Techniques for Teaching Students with Autism Spectrum Disorder
Hi Tech
Low Incidence
1. Use Simple, Concrete Language
Simple concrete language paired with visual aids are easier for students with Autism to interpret.
2. Give Limited, Clear Choices
Audiobooks and Publications
Work play trays for object color contrast
These can be high or low tech, simple or advanced vocabulary
Multi-sensory Integrated technology programs
Echo Microphones
6. Discrete Trial Teaching (DTT)
4. Applied Behavior Analysis (ABA)
Various magnification devices
Visually depicted schedules/ instructions.
deaf blindnesss less than 0.05
Behavior charts
Word-prediction programs
Give students limited and clear choices.
Students with ASD can have a hard time choosing when given to many choices.
References:
Vision boards
visual impairment less than 0.05
3. Be Gentle in Criticism
Specific learning disability 3.5%
MeMoves reduces off-task behavior by 58%
Truamatic Brain Injury (Low Incidence)
Bump Dots
Population Prevalence 1.4% About 20% of students with impairments receive support of some kind for speech/language conditions
Link Title
ClassDojo apps
Sign Language Interpreting
Abbreviation Expanders
U.S. Department of Education (2018). 40th Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act. Retrieved from https://www2.ed.gov/about/reports/annual/osep/2018/parts-b-c/40th-arc-for-idea.pdf
Autism 0.9%
Speech Recognition Programs
Point/incentive sheets
Large print keyboards
Using manipulatives
Talking calculators
Speech Language Pathologist
Transcription Services
Speech to Text technology
Parette, Jr, H.P., Crowley, E.P., Wojcik, B.W. (2007). Reducing overload in students with learning and behavioral disorders: The role of assistive technology. TEACHING Exceptional Children Plus, 4(1) Article 4. Retrieved from
Graphic Organizers and Outlining
Belson, S. I. (2007). Emotional and behavioral disorders. The Special Ed Wiki. Retrieved from http://sped.wikidot.com/emotional-and-behavoioral-disorders
Orthopedic impairment 0.1
Sound field systems
Proofreading software
Talklight http://www.talklight.ws/index-2.html
Optical Character Recognition
General tools
Traumatic brain injury less than 0.05
Reminder devices
eliminate background noise
FM listening systems
Information/Data Managers
click to edit
Proof Reading Programs
Sign Language
Prevelence 3.5%
Video magnifer
Milestone tracking software
Can liaise and offer help directly to the student or to the teacher/parent
Assistive Learning Devices (ALD)
Allow extra time to prepare verbal answers
Noise Meter
hearing aids and cochlear implants
Apps to help with reading,speaking, and processing
5. Solve Sensory Problems
Sensory problems can have a large impact on students behaviour. Sensory issues include things such as loud noises.
Adaptive keyboards, and mouses
Prevelance 0.05%
Talking spell checkers and electronic dictionaries
Portable Word Processors
Normally school psychologists will have some sort of ABA certification or training. This training allows them to assess the student. The ABA certified professional will develop treatment goals based on the students specific needs.
Prevalence
Emotional disturbance 0.5
hearing impairment 0.1
see here
Exhibit 22 page 43
see here
Prevalence 0.5%
click to edit
Directions
Prevelance 0.9%
This method uses positive behaviour reinforcement. This method seeks to break the behaviour down into smaller steps to master.
see here
Have students keep daily journal/calendar
Prevelance 0.1
Software, such as Firstwords (https://firstwords.ca/)
Henley, M. & Long, N. (2003). Helping students with emotional problems succeed. Classroom Leadership (7)3. Retrieved from http://www.ascd.org/publications/classroom-leadership/nov2003/Helping-Students-with-Emotional-Problems-Succeed.aspx
Typoscopes
Orthopaedic Impairment (Low Incidence)
Preferred Seating in Classrooms
Alternative Keyboards
Use felt pens
Population Prevalence less than 0.05
Screen enlargement & readers
frequent repetition of concepts taught, provide more time for processing, chunking
Freeform Database Software
Cohort 3, Activity 3 Project
Social stories- Depict human interactions
Multiple disabilities 0.2
Using hand and body gestures
Music
Book stands & slant boards
Public speaking might not be possible, so offer smaller group or recording options
Exhibit 21 page 41
Phone apps for increasing fine motor skills.
Compared to the general population, people with ID have a higher prevalence of comorbidities which could be better managed with assistive products. For instance, motor disabilities are present in a significant proportion (26%) of people with ID. Visual impairment has a prevalence of 19.2% in adults with ID compared to 1.9% in adults of the general population. For hearing impairment, the prevalence is 30 vs 17%, respectively; and for dementia, it is 13.1 vs 5.4%, respectively. People with ID are now recognized as a group with a disproportionately greater need for assistive products due to higher rates of frailty and multimorbidity (including increased severity and earlier onset) than the general population. The result is a greater prevalence of disabilities in daily functioning and mobility with increased care needs and support required.
Boot, F. H., Dinsmore, J., Khasnabis, C., & MacLachlan, M. (2017). Intellectual Disability and Assistive Technology: Opening the GATE Wider. Frontiers in public health, 5, 10. doi:10.3389/fpubh.2017.00010
Computer-Aided Learning (verbal presentation, repetition on demand, programmable sequential and tiered learning)
Video Prompts from Computer Devices
(e.g. steps involved in a complex activity)
Supports / Accommodations
Technology
Multiple Disabilities (Low incidence)
Communication technology
Deafness 0.05
Computer Adaptions
Refreshable Braille Display
Curriculum modification - adjust academic expectations.
Can lead to emotional and self-esteem issues
Additional Support for family/parents
Braille Translation Software
click to edit
Specially trained teachers.
Braille Printer
Screen Reader
Classroom tools & design adaptations
Screen Enlargement software
Pace, W. (2015, April 9). Assistive Technology for Emotional and Behavioral Disorders. Retrieved from https://prezi.com/ptlrwxm4zqgk/assistive-technology-for-emotional-and-behavioral-disorders/
JIT (Just In Time) delivered visual cues (relevant photos or videos appear on a iWatch to supplement verbal directives)
connects to a computer and embosses Braille on paper
Prevalence 0.1
[Microswitches]
High involvement and collaboration with external specialists
occupational therapist
(High Incidence 13.87%)1 in 6 children in the USA. CDC- Reference
click to edit
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converts text on a computer screen to audible speech
click to edit
Robots for assisted learning (symbol recognition and task sequencing, number recognition, communication improvement, direction learning and understanding cause and effect. )
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wheelchair access
Integration as much as possible
Prevalence 0.6%
convert text on computer to Braille by an output device connect to the computer
Focus instruction on providing student with skills to help them interact successfully with their world.
Adaptive Devices
Office of Special Education Programs
(OSEP)
https://www2.ed.gov/about/offices/list/osers/osep/index.html
Prevalence 0.05%
Multiline braille display
physiotherapist
Social development support
for other students in the classroom
Optical Character Reader
'meaningful activities' - teaching functional skills that lead to the greatest level of independence possible.
Relaxation techniques before speaking
one line models
click to edit
Braille Notetakers
psychologist
Electronic Braillewriter
accessible furniture design
Prevalence 0.2%
High involvement and collaboration with parents/family
converts print into Braille and Braille into print
Speech Generating Devices ( mini objects or chips are placed against pictures on a smartphone, this emits a verbal request concerning the activity indicated by the mini object or chip. Facilitating the
learning of how to make requests.
Additional 1:1 assistance
Coping mechanisms for challenges
print it
Individual Education Plan
The Deafblind Communicator
Continue to alter strategies and techniques because effects frequently change during recovery
increases the size of text and images on a computer screen
Memory Aids (Smart Phones, Computer Devices)
speech therapists
Tele-Touch
for the student with multiple disabilities
interface
communication technology
click to edit
click to edit