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Assisted Technologies Cohort 3, High Incidence--Hearing Impairment, image …

- - - - Accommodations
        
        HANDBOOK FOR UNI WA DISABILITY RESOURCES FOR STUDENTS - DEAF & HARD
        OF HEARING STUDENTS
      - Accessible Instructional Materials
      - Accessible Video and Audio
      - Alternative Testing Process for Students
      - Audio Recording Lectures
      - Classroom Relocation
      - Other Needs/Special Considerations
         Counseling
         Family supports and training
         Sign language instruction for family members
         Deaf/Hard of Hearing peers*
         Deaf/Hard of Hearing role models
         Recreational/Social opportunities
         Transition Services:
        o disability rights
        o financial assistance
        o linkages to higher education, job training
        o Vocational Rehabilitation services
      - Evaluation Accommodations & Modifications
         Reduce quantity of tests
         Alternate tests or methods
         Reading assistance with tests for clarification of directions,
        language of test questions (non-reading items)
         Extra time
         Special setting
      - Curricular Modifications
         Modified reading assignments (shorten length, adapt phonics based instruction)
         Modified written assignments (shorten length, adjust evaluation
        criteria)
         Extra practice
         Pre-teach, teach, post-teach vocabulary, concepts
         Strategies to adapt oral/aural curriculum/instruction to
        accommodate reduced auditory access
         Supplemental materials to reinforce concepts of curriculum
         Alternative curriculum
         Expanded core curriculum:
        o advocacy/self-determination
        o audiology (understanding hearing
        loss and resulting communication
        accommodations, technology
        options (HAT, connectivity)
        o assistive technology
        o communication/pragmatic
        language
        o Deaf studies
        o disability rights
        o functional skills
        o family education
        o listening skill development
        o ASL/sign language
        o social-emotional skills
        o transition planning
      - Physical Environment Accommodations
         Noise/reverberation reduction (carpet & other sound absorption
        materials) reANSI.s12.60
         Special lighting
         Room design modifications:_
         Flashing fire alarms/smoke detectors
      - Instructional Accommodations & Modifications
         Visual supplements (overheads, charts, vocabulary lists, lecture
        outlines)
         Interactive whiteboard (e.g., Smart Board, Mimio)
         Classroom captioning (CART, CPrint, TypeWell)
         Captioning and/or scripts for television, videos, movies
         Buddy system for notes, extra explanations/directions
         Check for understanding of information
         Down time/break from listening/watching
         Extra time to complete assignments
         Step-by-step directions
         Interpreting (ASL, signed English, cued speech, oral)
         Speech to text software (speech recognition)
         Tutoring
         Notetaker
      - Communication Accommodations
         Priority seating arrangement:
         Ensure student’s attention prior to speaking
         Reduce auditory distractions (background noise)
         Reduce visual distractions
         Allow student time/assistance to locate speaker in small or large
        group setting
         Enhance speechreading conditions (avoid hands in front of face,,
        mustaches well-trimmed, no gum chewing)
         Present information in simple, structured, sequential manner
         Enunciate speech clearly
         Allow extra time for processing information
         Repeat or rephrase information when necessary
         Frequently check for understanding
         Use speech to text software (speech recognition)
         Provide interpreting (e.g., ASL, signed English, cued speech, oral)
      - Assistive Technology Accommodations
         Videophone or Text Phone
         Alerting devices
      - Personal and Assistive Hearing Technology
        Accommodations
         Personal hearing instrument (hearing aid, cochlear implant, bone
        anchored, tactile device)
         Personal hearing assistance technology (HAT) (hearing aid + HAT)
         HAT only (without personal hearing instrument)
         Classroom sound distribution system (CADS)
  - - - A magnifying glass to assist with reading
      - An alarm to remind the person when to take medications (some cell phones have applications that provide this function)
      - A touch-fastener grip attached to a pen or fork for eating or writing
      - A special telephone to help with speech and hearing problems
      - Braces or splints to support weak joints or to limit joint contractures
      - Canes, walkers, crutches, or wheelchairs to aid in mobility
      - Calendar, memory notebook, or other memory aid for tracking appointments, planning, and organizing
      - Medical alert bracelet or emergency call system to obtain immediate medical assistance, if necessary
      - Eye patches or prism glasses to help with vision problems
      - Special beds to help limit skin breakdown and pressure sores, or to help with improving circulation
- - - - Speech or language impairment means a communication disorder, such as stuttering, impaired articulation, a language impairment, or a voice impairment, that adversely affects a child’s educational performance.
    - - High-incidence disability :warning:
        
        Approximately 20% of children receiving special education services are receiving services for speech and language disorders.
        
        More than one-half (55.2%) of all 3, 4, and 5 year old children with a disability receive speech and language services.
    - - http://www.projectidealonline.org/v/speech-language-impairments/
      - https://guides.library.illinois.edu/c.php?g=613892&p=4265891
    - - Speech Impairments
        
        Articulation disorder
        
        Omissions: (bo for boat)
        
        Substitutions: (wabbit for rabbit)
        
        Distortions: (shlip for sip)
        
        Fluency disorders
        
        Stuttering
        
        Cluttering
        
        Voice disorders
        
        abnormal production
        
        absences of vocal quality, pitch, loudness, resonance, and/or duration
      - Language Impairments
        
        Phonological disorders
        
        Morphological disorders
        
        Semantic disorders
        
        Syntactic deficits
        
        Pragmatic difficulties
    - - 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
      - The general education teacher should work with the speech-language pathologist to incorporate strategies to help the student generalize strategies mastered in speech therapy. This may include corrective measures, helping with speech and language exercises, and providing the student with immediate feedback when the speech-language pathologist is not present.
    - - Computer software packages
        
        First Words
        
        The program uses graphic presentations combined with synthesized speech to teach high-frequency nouns
      - Augmentative or Alternative Communication (AAC)
        
        The most common AAC is non-electronic communication boards.
        
        Electronic AAC devices range from very simple devices with few buttons (such as the Cheap Talk) to very elaborate systems that use a keyboard and synthesized speech (such as the Dyna Vox and Liberator).
        
        Synthesized speech devices
      - Electronic Fluency Devices (for stutters)
        
        Delayed Auditory Feedback (DAF)
        
        Frequency Altered Feedback (FAF)
  - - - Inability to maintain satisfactory interpersonal relationships
      - General mood of unhappiness or depression
      - Physical symptoms or fears
      - Schizofrenia
      - Inappropriate types of behavior
      - Inability to learn
    - - Oppositional Defiant Disorder
      - Conduct Disorder
    - - Anxiety Disorders
      - Bipolar Disorders
      - Eating Disorders
      - Obsessive-Compulsive Disorders
      - Psychotic DIsorders
    - - Teachers cannot be expected to "treat" these disorders
      - Teachers may be unaware of behavior issues/medication side effects
      - Classroom Disruption
    - - Collaborate with professionals
      - Visual Schedules
      - Routines
      - Clear Rules
      - Positive Reinforcement
      - Behavior Chart
  - - - assistive technologies:
        
        Calculators
        
        Audio Players and Recorders
        
        Reading Guides
        
        Timers
        
        Writing Supports
        
        Graphic Organizers
      - Specific learning disabilities are considered a high-incidence disability. The U.S. Department of Education reports that there are over 2.8 million students being served for specific learning disabilities.
  - - - Behavioral
        
        Students may tire from activities more quickly
      - Participation
        
        classes such as physical education will pose difficulties
        
        May be impossible for students to earn P.E. credit or pass class
        
        Those will mild impairments may still be able to participate
        
        Doctor’s note can excuse a student with severe limitation
      - Mobility / Travel
        
        Placing students with mobility impairments or technologies such as walkers close to doorways is usually more practical
        
        students may benefit from specialized seating arrangements, or even specialized schedules to avoid traveling long distances
        
        Elevator accessibility
        
        IDEA requires schools to have accessible routes between buildings
        
        Navigating crowded school hallways can be a challenge- again, specialized schedules can help minimize this
        
        getting to / from school can be challenging. Federal law requires school districts to provide assistance necessary
      - Technology
        
        link to docs.google.com