IDEA by TEACHNOW June 2020 - Cohort 9

Hearing Impairment & Deafness (Liah)

(10) Specific Learning Disability (Loc)
(i) General. Specific learning disability means 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, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.
(ii) Disorders not included. Specific learning disability does not include learning problems that are primarily the result of visual, hearing, or motor disabilities, of intellectual disability, of emotional disturbance, or of environmental, cultural, or economic disadvantage.

Intellectual Disability (Austin)

Other Health Impairment
Christina Laucello

Autism Spectrum Disorder (Carol)

Specific learning disability
= disorder in one or more of basic psychological processes (learning)

Causes:
perceptual disabilities, brain injury, minimal brain, dysfunction, dyslexia, and developmental aphasia

Autism means a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, that adversely affects a child’s educational performance. IDEA Act


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Technology to Assist:
—Writing Assistance programs such as “First Author” , “Smart-pen” and others


—Also, programs that include speech-to-text assistance help many students who struggle to write


—Use of any program that presents information visually, including: You Tube, and flashcards programs


—To improve oral communication, tools such as XpressLab, Big Mack,” “Talk Pad,” “Voice in the Box,” “Cheap Talk 4”, and “Step by Step Communicator” can be helpful


—Programs that help students monitor behavior with visual cues (there are many such as : Able Net, Time Timer, Class Source, etc.)

Frequently occurring:
About 1 in 54 children has been identified with autism spectrum disorder (ASD) according to estimates from CDC’s Autism and Developmental Disabilities Monitoring (ADDM) Network.

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Common Characteristics of Autism Spectrum Disorder



Children with ASD exhibit a wide variety of characteristics, some of which may inhibit their ability to Communicate and write effectively. First, people with ASD often have difficulty with fine motor skills and visual-motor speed, which can impact handwriting or word processing (Broun, 2009).


Inflexible thinking patters and rigidity are often associated with students with ASD (Sansoti, Powell-Smith, & Cowan, 2010).


Of all the strengths students with ASD possess, perhaps the most often cited is that they respond well when information is presented visually (Sansoti et al., 2010).

Definition

Examples and Impact

Accommodations and Assistive Technology

Having limited strength, vitality, or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment that is due to chronic or acute health problems and adversely affects a child's educational performance. (IDEA, 2007).

Conditions under other health impairment can be neurological or can be other conditions more often found in the healthcare arena.


Examples include:


Asthma
Attention Deficit Disorder (highest incidence condition)
Diabetes
Epilepsy
Heart Conditions
Leukemia
Sickle Cell Anemia
Tourette's Syndrome


(Lombardi, 2019)

Teacher and Classroom Accommodations


*Home/School Coordination--Organize how you will communicate with parents in case of medical emergency


*Use forms, such as behavior observation charts, daily progress notes, and medical summaries to keep track of student progress and well being


*Allow Time Adjustments--extra time for class material and assessments, break tests into smaller segments, exempt students from attendance policy


*Educational Adjustments--Help teach organizational skills and offer a weekly schedule or study guide; provide a second set of textbooks for home use; allow different assignment options; allow tape recordings or peer note-taking;


*Classroom Adjustments--Seat student near teacher or study buddy; allow distance between desks and movement for stretching; allow frequent bathroom breaks


*School Work Adjustments--Give tests orally; reduce homework; confirm that student understands directions; Make use of large print, videos, and organizational outlines



(OSDE, 2010, pp. 39-40).

Deaf-Blindness(Peile) Low Incidence Disability

The main challenge for teaching students with Deaf-Blindness is how to communicate effectively. We need to be patient, respect them and willing to find ways to communicate. ⭐

Nontechnical Solution:

Assistive Technology Helping to Communicate:

Teaching Strategies and Other Accommodations:

Impact of Chronic Health Conditions


Chronic health conditions are those which last more than a year and disrupt usual activity. The impact of chronic health conditions in the classroom include the following:


Limitations in physical activity
Frequent pain of discomfort
Frequent hospitalizations, outpatient visits or medical treatments
Difficulty participating in classroom or group activities
Difficulty concentrating or completing work


(Lombardi, 2019).

Assistive Technology


  • Personal Digital Assistants for organization


  • Dictating Machines for ADHD and a variety of conditions


  • Text-to-speech software, such as Kurzweil 3000, Math Talk, and Intel Reader


  • Writing and note taking programs, such as Draft:Builder which breaks down the writing process and helps students use visuals and drag-and-drop information

  • Online Learning Tools such as Google Classroom and a class YouTube station to help those who are often absent
    (Alvernia, 2019).




Braille is so important for deaf-blind people to communicate, it is the foundation in deaf-blind people's communication world. There are a lot of technology equipments require deaf-blind people to know Braille first. (Berrier, n.d.)⭐ ⭐ ⭐


There are many technology tools for deaf-blind students to use, some tools are for face to face communication, some are for distance communication. Each deaf-blind student will have their own needs and own pick up of tools as one same tool will work differently on different deaf-blind user. So we need to get adapted to different tools which our students use and be willing to adjust for each individual needs. (Mason, 2014) ⭐ ⭐

  1. The Deaf-blind Communicator-an electronic device with a Braille keyboard and a refreshable Braille display. It combines three types of communications: face-to-face, text telephone, and SMS texting. (Prieto, 2010)
  1. FaceToFace PC Communicator-a product uses Bluetooth technology with a PAC Mate. (Prieto, 2010)

3.The Tele-Braille-a text telephone device that deaf-blind people use to make calls using the keyboard on the device, it will call through a service called Relay, Relay is a free service that is available in all 50 states. (Berrier, n.d.)

4.Apple's iOS devices-with VoiceOver screen-access software, Zoom magnifier, and support for Bluetooth Braille displays built into the platform, these iOS devices have benefited deaf-blind users. The system is very flexible, the devices size are small and also portable, plus its robust accessibility features, many apps in countless categories have been made accessible to deaf-blind users, including a number for both long distance and face-to-face communications.(Mason, 2014)

  1. Free equipment for deaf-blind people-The federal program iCanConnect offers free technology and training for those who are deaf-blind. They provide braille devices, computers, tablets, smartphones, vibrating alert devices, accessories, and software.We should help students make good use of this program. ("See if you qualify," 2020)

1.communication cards-large print card, usually laminated, which asks a specific question or requests assistance concerning a specific item or task. This is an easy way for both teachers and deaf-blind students to communicate. (Mason, 2014)

2.Support Service Providers-professionals who have been trained in skills such as tactile sign, close up visual sign, and other communication strategies. They work with deaf-blind people to gather visual and auditory information from the environment and often act as sighted guides. If we could teach deaf-blind students with SSPs present, it will help a lot. (Mason, 2014)

  1. Patience. The virtue that's needed most for deaf-blind students to learn is patience, themselves need to be encouraged to learn and get comfortable with technology, which also require teachers to be super patient to students.(Berrier, n.d.)
  1. Use hands-on learning experiences that incorporate a multi sensory approach and rely on information available through touch, smell, and movement.("Differentiated Instructional Strategies - Deaf-Blindness," n.d.)
  1. Meet deaf-blind students early to allow time to convert materials into the student's preferred mode.
    ([NETAC], 2001)
  1. Give deaf-blind students more time to respond when giving a task. ("Deaf-Blindness," n.d.)
  1. Make class communication more symbolic by using touch cues, Braille and tactile sign language...("Deaf-Blindness," n.d.)
  1. Try to use all available technology services to support deaf-blind students, make sure they understand the class. ⭐ ⭐ (Northeast Technical Assistance Center[NETAC], 2001)
  1. Making seating arrangement suitable for deaf-blind students, leave enough space for a guide dog and/or
    interpreter. ([NETAC], 2001)
  1. All learning material should be converted into Braille, large print or audiotape.([NETAC], 2001)
  1. Always put deaf-blind students into small group for discussion or any activities. ([NETAC], 2001)
  1. Customize the teaching plan and assessment in a way which could make deaf-blind students learn effectively also reflect their progress step by step.
  1. Give immediate feedback to deaf-blind students's action, let them feel encouraged.

Definition: Hearing loss not covered by the definition of deafness which can change over time and is not the same as having trouble with auditory or language processing. (Lee, 2019) ✏Assistive Technologies: hearing aids, sound field systems, telecommunication device for the deaf (TDD). (BrightHub, 2008) ✏ Other Accommodations: extend time for test taking and provide quiet area, repeat comments and questions by students not in line of sight, use visual aids, provide course outline ahead of class, emphasize important information such as test dates, assignments, etc., establish method of communicating messages, re-word sentences if not understood. (Allegheny College)

Definition: Students who can't hear most or all of sounds. (Lee, 2019) ✏ Assistive Technologies: hearing aids, cochlear implants, FM systems, loop systems, accessible telephones/videophones and visual alert systems.(National Deaf Center) ✏ Other Accommodations: attention to the following will support deaf students in the classroom - background noises, acoustics, back-lighting, note-taking, difficulty collaborating and social concerns. (Staake, 2019)

Deafness

Incidence Level: Low. "Centers for Disease Control (CDC) report that over 14 percent of children between the ages of 6 to 19 suffer from some level of hearing impairment in the classroom." (CDC.GOV, 2020)

References CDC.GOV. : (2020, June 08). Data and Statistics About Hearing Loss in Children. Retrieved July 05, 2020, from https://www.cdc.gov/ncbddd/hearingloss/data.html Lee, A. (2019, October 04). The 13 Disability Categories Under IDEA. Retrieved July 05, 2020, from https://www.understood.org/en/school-learning/special-services/special-education-basics/conditions-covered-under-ideal BrightHub. (2008, July 16). Assistive Technology for the Hearing Impaired: Help Students Who Have Difficulty Hearing. Retrieved July 05, 2020, from https://www.brighthubeducation.com/special-ed-hearing-impairments/2914-assistive-technology-for-Staake, J. (2019, September 13). A Teacher's Guide to Hearing Impairment in Children. Retrieved July 05, 2020, from https://www.weareteachers.com/children-deaf-hard-of-hearing/the-hearing-impaired-student/ Allegheny College. (n.d.). Students who are Deaf or Hard of Hearing: Disability Services: Allegheny College. Retrieved July 05, 2020, from https://sites.allegheny.edu/disabilityservices/students-who-are-deaf-or-hard-of-hearing/
Teaching Strategies for Orthopedic Impairment - Teaching Everyone. (n.d.). Retrieved July 5, 2020, from https://sites.google.com/site/teachingeveryonenow/home/orthopedic-impairment/teaching-strategies-for-orthopedic-impairment
Goldstein, B. (n.d.). Strategy & Intervention In The Classroom. Retrieved July 5, 2020, from https://guidetoorthopedicimpairment.weebly.com/strategy--intervention.html
Disability Categories Under IDEA. (n.d.). Disability Categories Under IDEA - Inclusion Resource. Retrieved July 6, 2020, from https://sites.google.com/site/inclusionresourcenotebook/disability-areas
Mayo Clinic. (2019, March 29). Traumatic brain injury. Retrieved July 6, 2020, from https://www.mayoclinic.org/diseases-conditions/traumatic-brain-injury/symptoms-causes/syc-20378557?utm_source=Google&utm_medium=abstract&utm_content=Traumatic-brain-injury&utm_campaign=Knowledge-panel
Cary-Alvarez, J. (2020, July 02). Academic Success for Students with a Traumatic Brain Injury. Retrieved July 6, 2020, from https://www.accreditedschoolsonline.org/resources/students-traumatic-brain-injury/
Illinois Library. (2020, March 10). Speech Disorders: Common Assistive Technologies. Retrieved July 6, 2020 from https://guides.library.illinois.edu/c.php?g=613892&p=4265891
ProjectIDEAL. (n.d.). Speech or Language Impairments. Retrieved July 6, 2020 from http://www.projectidealonline.org/v/speech-language-impairments/

Hearing Impairment

PREVALENCE
About 0.9% of all enrolled students were found to have an intellectual disability during the 2017-18 school year.
(National Center for Education Statistics, n.d.)

DEFINING TRAITS
IQ of 70 or lower. 75% of all individuals placed in this category have an IQ within the 50-70 range.
(ProjectIDEAL, n.d.)
Limits on intellectual functions and adaptive behaviors. This typically is seen in a lack of memory recall and a difficult time generalizing. There may also be a deficit of conceptual, social, and /or practical skills.
(ProjectIDEAL, n.d)

ASSISTIVE TECHNOLOGY
Recordings of Lessons for students with handwriting/note-taking issues.
(ADCET, n.d.)
Using Hands-On Materials to help students who struggle to learn while sitting still.
(ProjectIDEAL, n.d.)
Use Visuals to allow the students to see examples of what is expected of them.


Text-to-Speech Software to help students who struggle with reading.


Graphic Organizer to help students with their scheduling and general organization skills.

TEACHING TECHNIQUES
Break concepts down into simple steps when possible.
(ProjectIDEAL, n.d.)


Give students early access to materials.
Consider giving more in-depth work using less materials.
Explain instructions multiple times in multiple forms such as written and verbal forms.
Use multiple teaching methods such as kinestetic lessons, verbal lessons, and lessons with visuals.
Make key points of lessons easily accessible through highlighting and repeating them often.
Provide one-on-one help when needed.
(Australian Disability Clearinghouse on Education and Training [ADCET], n.d.)

Orthopedic Impairment(Herse)

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Assistive Devices

Assistive Technologies

Speech recognition software has become a vital part of many people's lives, even individuals who have no trouble typing at all. Many new technology devices are equipped with speech recognition software, making it easier for students in need of this software to feel comfortable and included in the classroom while using it. (Goldstein, 2020)

Accommodations

Text reading software, such as Kurzweil Educational Systems, can read the text aloud to a student while they are reading along. The student is also able to do such things as track the words visually with the software, insert notes and comments into the text, and listen to auditory support when typing. This software creates a multi-sensory learning experience to help struggling students become more accurate and fluent readers. (Goldstein, 2020)

Teachers will need to structure their classrooms to accommodate students with orthopedic impairments, based on how much help the student(s) may or may not need. Since many students with orthopedic impairments do not have cognitive impairments, sometimes teaching accommodations will not really be necessary. However, teachers should be taking into account ways to make moving about the classroom easier for the student, such as seating arrangements made to promote good posture and movements, assistive technology devices, and even specialized exercise equipment. A wide array of services are available to support the education of students with severe disabilities, including occupational therapists, physical therapists, and speech/language pathologists, and also professionals such as social workers, orientation-and-mobility instructors and recreation specialists. (Teaching Strategies for Orthopedic Impairment,2020)

Other accommodations teachers and parents may want to consider include:Slant Board, Dycem Non-Slips Rolls, Pencil Grips,Specialized Keyboards such as Intellikeys, or Specialized Writing Paper(Goldstein, 2020)

Definition

Orthopedic impairment means 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).(IDEA 2018)

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Students with orthopedic disabilities may also use devices for both mobility and positioning. The assistive devices they use are focused on assisting them to participate in educational activities. (Teaching Strategies for Orthopedic Impairment, 2020)


The devices these students use may include:
Canes
Crutches
Wheelchairs
Specialized exercise Equipment
Specialized chairs, desks or tables

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Traumatic Brain Injury (Hannah)

TBI is listed under the category of a Low Incidence Disability under IDEA
(Disability Categories Under IDEA)

Definition
Traumatic brain injury commonly results from a violent blow to the head or body.
Mild traumatic brain injury may affect your brain cells only temporarily. A serious traumatic brain injury can end in bruising, torn tissues, bleeding and other physical damage done to the brain. These injuries can result in long-term complications or even death in some rare cases
(Mayo Clinic, 2019).

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Academic Impact

  • Have a shortened attention span and increased impulsivity
  • Difficulty or inability to read, write, or listen
  • Difficulty understanding or retaining new material; and/or difficulty recalling past instruction or memory

Accommodations
Suggestions to help students coming back to class after experiencing a TBI:

  • Have a daily schedule to help the student stay on track and complete daily activities
  • Allow additional time to complete their work
  • Allow extra or extended breaks as needed
  • Provide both oral and written instruction
  • Seat the student at the front of the classroom or near the teacher so they can see and be more engaged
  • Allowing additional time to complete tests without distractions
    (Cary-Alvarez, 2020)

Assistive Technologies

  • A technical device that is supported by the environment; peers and teacher around the student and understand why and how to use the technology
    and can help the student when needed.
  • Tape or digital recorder to allow the students to record the classroom instruction for late playback
  • Speech recognition software
  • Word prediction program
  • SmartPens that can save handwritten notes in a digital format for use later
  • Smartphone Apps such as Flashcard Delux

Speech or Language Impairment (Sydney)

Speech Impairment

Language Impairment

Accommodations

1. Articulation: errors in the production of speech sounds

  • Omissions: bo for boat
  • Substitutions: wabbit for rabbit

  • Distortions: shlip for sip



    2. Fluency: difficulty with the rhythm and timing of speech

  • Stuttering
  • Cluttering: fast and jerky speech

3. Voice: problems with quality or use of ones voice


(ProjectIDEAL, n.d.)

1. Pragmatic: problems understanding language rules in social contexts (eye contact, personal space, requesting information, and introducing topics)


2. Semantic: poor vocabulary development and inability to comprehend and use multiple word meanings


3. Phonological: deficit in speech production or perception

  • Apraxia: Student has difficulty planning what to say and using the motor movement necessary to say it

4. Morphological: difficulties with inflection of nouns, verbs, and adjectives that signify different meanings


5. Syntactical: difficulties with grammar rules (word order, subject-verb agreement, etc)


(ProjectIDEAL, n.d.)

Assistive Technology

Prevalence

High Incidence Disability:

  • About 20% of students receiving special education services receive Speech or Language disorder services as their primary need
  • About 55.2% of students (3-5 years old) receiving special education services received Speech or Language disorder services
    (ProjectIDEAL, n.d.)

Collaboration: Collaboration with a general education teacher, special education teacher, and speech and language pathologist

  • The speech and language pathologist will provide services to the student in order to help develop communication skills
  • All three teachers should work together to incorporate interventions and teaching strategies used in speech therapy into their classrooms
    (ProjectIDEAL, n.d.)

Unaided Communication Systems: Use of body to convey a message (gestures, body language, sign language)
(Illinois Library, 2020)

Low-Tech Augmentative and Alternative Communication Devices (AAC):

  • Writing messages down on paper
  • Pointing at a picture board to communicate ideas
    (Illinois Library, 2020)

High-Tech:

  • AAC - Speech generating devices: student types a message or clicks on pictures and the device reads out the message
  • Computer Software Packages to develop speech and language skills
    (Illinois Library, 2020) (ProjectIDEAL,n.d.)

Emotional Disturbance (Amber)

=

Definition: Exhibiting one or more of the following characteristics over a long period of time with an adverse effect:

  • inability to learn that cannot be explained
    -inability to build or maintain relationships with teachers and peers
    -inappropriate types of behavior or feelings under normal circumstances
    -An unhappy mood or depression
  • a tendency to develop physical symptoms or fears associated with personal problems

Symptoms:

  • imperfect ability to listen, think, speak, read, write, spell
  • imperfect ability to do mathematics

Consequences: adversely affect academic performance

  • disorder in understanding language (verbal or mathematical)
  • disorder in using language (verbal or mathematical)

Exclusions: learning problems that are primarily the result of

  • visual, hearing, or motor disabilities,
  • intellectual disability,
  • emotional disturbance,
  • environmental, cultural,
  • economic disadvantage

Assistive Technology

  1. Proofreading software (Ginger, Ghoit)
  • Grammar, spelling checker and reminder
  • Word prediction to learn sentence construction
  • Text-to-speech to activate multi-sensory pathways
  1. Graphic organizers (DraftBuilder)
  • Outlining complex reading passages
  • Mind mapping hierarchical concepts
  1. Math Tools (MathTalk)
  • Speech-to-Math and Math-to-speech software
  • Visualizing mathematical concepts

Accommodation

  • Extra time allowance for exams and assignments
  • One-on-one guided practice sessions

Cure or Treatment

  • Surgery
  • Speech therapy
  • Psychological therapy

Prevalence

Low prevalence

  • approximately 452,045 students between 6-21
  • 7.6% of Special Education students
  • 1 % of overall student population

(Zitur and Fischenich, n.d.)

References

Alvernia University. (March 8, 2019). 5 Assistive Technology Tools that are Making a Difference. https://online.alvernia.edu/articles/5-assistive-technology-tools-that-are-making-a-difference/


Fischenich, S. & Zitur, N. (n.d.). Other Health Disabilities. https://specialneedsprojecteec424.weebly.com/other-health-disabilities-ohi.html#:~:text=Statistics%20and%20Prevalence%3A&text=However%2C%20it%20is%20estimated%20that,(Health%20Impairments%2C%202007).&text=%22According%20to%20the%2026th%20Annual,as%20having%20other%20health%20impairments.


Individuals with disabilities Education Act [IDEA]. (2007). Section 300.8 c. https://sites.ed.gov/idea/regs/b/a/300.8/c


Lombardi, Paula. (2019). Other Health Impairments. Granite.pressbooks.pub. https://granite.pressbooks.pub/understanding-and-supporting-learners-with-disabilities/chapter/other-health-impairments/


Oklahoma State Department of Education [OSDE]. (February, 2010). Other Health Impairment: A Guide for Supporting Children and Youth in Public Schools. sde.ok.gov https://sde.ok.gov/sites/ok.gov.sde/files/SpecEd-OHIGuide.pdf




.

One in five children has an emotional disturbance

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Causes: There is actual cause for emotional disturbance disorder. Researchers have been studying a correlation between the disorder and heredity, brain disorder, diet, stress, and family functioning but the results were inconclusive.

Assistive technology can help emliminate some of the triggers students with emotional disturbance disorders face .These triggers can cause behaviors which interfere with the students ability to complete assignments

Characteristics:
-Hyperactivity
-Aggression
-Withdrawal
-Immaturity
-Learning difficulties

Most Common Emotional Disorders:
-Anxiety Disorder
-Bipolar disorder
-Conduct disorder
-Eating disorders
-Obsessive-Compulsive disorder
-Psychotic disorders

REFERENCES
Australian Disability Clearinghouse on Education and Training [ADCET]. (n.d.). Inclusive Teaching: Intellectual Disability. Retrieved July 02, 2020, from https://www.adcet.edu.au/inclusive-teaching/specific-disabilities/intellectual-disability/


National Center for Education Statistics [NCES]. (n.d.). Students with Disabilites [Data Set]. Retrieved July 02, 2020, from https://nces.ed.gov/fastfacts/display.asp?id=64


ProjectIDEAL (n.d.). Intellectual Disabilities Retrieved July 02, 2020, from http://www.projectidealonline.org/v/intellectual-disabilities/

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  • Microsoft reader allows students to highlight a text and the computer will read to them.
    -Writing assistant technology such as Talk&Type, WrtextiteOutloud!, and Intellitalk take away some of the complexities faced with writing such as focusing on the paper or computer and spelling and grammar rules.
    -Teacher created graphic organizers can also assist the student with organizing their thoughts prior to completing an assignment.

Multiple Disabilites
(Yumna)

Definition:
"...Multiple disabilities means concomitant impairments (such as intellectual disability-blindness or intellectual disability-orthopedic impairment), the combination of which causes such severe educational needs that they cannot be accommodated in special education programs solely for one of the impairments. Multiple disabilities does not include deaf-blindness." (Sec. 300.8 (c) (7) - Individuals with Disabilities Education Act., n.d.).


Multiple disabilites often have an interactional effect on the student, so that learning is a complex process.


(Understanding “Multiple Disabilities” | A Guide to the IDEA., n.d.)

Prevalence:
In the 2003 School Year, 5,971,495 students were receiving special education services. Out of these students, 2.2% of the students (or 132,333 students), were classified as having multiple disabilites.
(ProjectIDEAL, 2020)

Educational Challenges
While students with multiple disabilities may have some level of cognitive impairment, the level of the impairment may be difficult to determine, or ambiguous. Moreover, these students can also have average or above-average intelligence. Thus the students may not have multiple coexisting disabilities, but rather an interconnected number of impairments which require extensive support.
(Escowitz, n.d.)

Characteristics and Impact on Learning:
Multiple disabilites is an umbrella term which covers a wide range and combination of impairments and and specific conditions. As such, most of the students require specialised IEP (Individualised Education Programs) alongside the student's IEP team, which may consist of the Teachers, SEN Teachers, Parents, Para-Professionals, Counsellors and Administration.
Students classified under multiple disabilities may typically share deficits in five developmental areas: intellectual functioning, adaptive skills, motor skills, sensory functioning and communication skills.
(ProjectIDEAL, 2020)

Accommodations and Solutions In and Around the Classroom:
-Assistive Technology
-Physical and/or Occupational Therapy
(Multiple DIsabilites, n.d.)
-Assigned Aids and Para-Professionals
-Supportive Environment
-Augmentative and Alternative Communication (AAC)
(ProjectIDEAL, 2020)

In-Classroom Teaching Techniques:
-Find and use student's fortes
-Implement modifications
-Allow for partial participation
-Use accessible text and workbooks
-Peer Tutoring
-Differentiated Classrooms
(Escowitz, n.d.)

References:
Escowitz, S. (n.d.). Multiple Disabilities in Your Classroom: 10 Tips for Teachers What Kinds of Support do Children with Multiple Disabilities Need? Retrieved July 6, 2020, from http://nichcy.org/multiple-disabilities-in-your-classroom


Multiple Disabilities. (n.d.). Retrieved July 6, 2020, from https://www.educationcorner.com/multiple-disabilities.html


Multiple Disabilities - ProjectIDEAL. (n.d.). Retrieved July 6, 2020, from http://www.projectidealonline.org/v/multiple-disabilities/


Parette, H. P., & Paula Crowley Brian W Wojcik, J. E. (2007). Reducing Overload in Students with Learning and Behavioral Disorders: The Role of Assistive Technology. http://escholarship.bc.edu/education/tecplus/vol4/iss1/art4


Sec. 300.8 (c) (7) - Individuals with Disabilities Education Act. (n.d.). Retrieved July 6, 2020, from https://sites.ed.gov/idea/regs/b/a/300.8/c/7


Understanding “Multiple Disabilities” | A Guide to the IDEA. (n.d.). Retrieved July 6, 2020, from https://www.specialeducationguide.com/disability-profiles/multiple-disabilities/

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REFERENCES


Berrier, J. (n.d.). Communication Technology for Persons Who Are Deafblind. Retrieved July 04, 2020, from https://www.perkinselearning.org/videos/webcast/communication-technology-persons-who-are-deafblind
Deaf-Blindness. (n.d.). Retrieved July 04, 2020, from http://www.projectidealonline.org/v/deaf-blindness/
Differentiated Instructional Strategies - Deaf-Blindness. (n.d.). Retrieved July 04, 2020, from https://ttaconline.org/differentiated-instructional-strategies-deaf-blindness
Mason, A. (2014, October). Deaf-Blind Communication Technology. Retrieved July 04, 2020, from https://www.nfb.org/sites/www.nfb.org/files/images/nfb/publications/bm/bm14/bm1409/bm140906.htm
Northeast Technical Assistance Center [NETAC]. (2001) Retrieved July 04, 2020, from https://webapps.ou.edu/ods/cds/MADTools/print/pdf/tpshtdb.pdf
Prieto, N. (2010, March 09). Communication for Deafblind Individuals. Retrieved July 04, 2020, from https://www.eastersealstech.com/2010/03/09/communication-for-deafblind-individuals/
See if you qualify. (2020, June 15). Retrieved July 04, 2020, from http://www.icanconnect.org/see-if-you-qualify