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Assistive Technology for IDEA as defined by Cohort 11, Untitled-design…

- - - - A to Z of Assistive Technology for Low Vision
        
        Blindness Cane
        
        Computers in the classroom
        
        Device camera that can be used to magnify
        
        Electronic Books - larger texts and text-to-speech
        
        File formats - digital instead of physical - eg PDF, DAISY format, EPUB books
        
        Guide - person or animal
        
        High resolution images
        
        Image Descriptions
        
        Jingle - auditory feedbacks
        
        Keyboards - modified
        
        Larger prints
        
        Note taker - AlphaSmart or Braille
        
        Overhead Lighting (extra)
        
        Paper size - larger
        
        Quality pens - with higher contrasts
        
        Raised Dots
        
        Screen Readers - JAWS, NVDA, VoiceOver, TalkBack
        
        Tactile Materials - learning by touch
        
        Underline / Line trackers
        
        Virtual Assisstant
        
        Wayfinding - GPS tools like NearbyExplorer
        
        eXternal Display - used to englarge screen
        
        Yellow on black/High contrast display
        
        Zoom functions - magnifier, zoom. zoomtext
        
        Use of audio description
    - - Including a statement in your course syllabus regarding accommodation issues for students with disabilities.
      - Inviting the student to self-identify on the first day of the class
      - Having assignments and syllabus ready in a different format as per required by the student
      - Keeping instructions brief and umcomplicated
      - Providing lecture information in audio format
      - When appropriate, ask for a volunteer in class to team up with a vision-impaired student for an in-class assignment
      - Give advance reading lists
      - Keep teaching environment consistent and uncluttered
      - Exam aids
        
        Assistance to proofread work
        
        reader to read questions
        
        scribe to write answers
        
        separate room
        
        use of computer
        
        better lighting
        
        extra time
      - Indicate compulsory texts in your reading list
- - - - IEP for autistic student is presented to me by administration BEFORE the student starts
      - The Autistic student starts in my 12YOC I make sure to welcome the autistic student eye-to-eye every morning
        
        ENVIRONMENT: Maybe the autistic student needs to be in his own cubicle to learn well, it may need to be soundproof. As a teacher, I probably have to avoid overstimulating the student with my presence. I might have to adjust the number of times I ask the student for answers.
        
        Structure & Visualisation The plan is always structured in the same way, eg. 1.Homework check 2. Write 5 sentences with 1 new word in each sentence 3. I check the sentences with predictable positive reinforcement, like 'good job' 4. I ask for the same smiley evaluation every day after the task, 'please rate your experience of this task - please draw a smiley that shows me how it was'
        
        PLAN for the lesson Each morning, I write 2 plans on the board. One for the class and one for the autistic student, visualising with his/her plan for the lesson. Same topic as the class but broken into smaller parts.
        
        SOCIAL SKILLS: I directly teach the autistic student how to behave in the classroom. at Qsi schools, students are graded on success orientations like group interaction, concern for others, kindness and politeness, trustworthiness etc. I visualise the correct behaviour through videos and class recordings sp the autistic student, and everyone else, feels safe and responsible for good behaviour.
      - ORGANISATION: I Participate in quarterly IEP meetings with the autistic student, his/her parents, the councillor and possibly a MAC assistant to discuss the IEP plan. I also meet monthly or ad hoc with teachers in my team. We discuss the autistic student's learning process and ways to optimise it, if needed. We make sure not to make changes very often. if we have to implement changes, we inform the student in a visual, structured manner.
- - - - Speech recognition software
      - Screen reading software
      - augmentative and alternative communication devices (communication boards)
      - academic software packages
    - - Tables/desks with adjustable height and tilt
      - Canes, walkers, crutches, wheelchairs
      - Specialized exercise equipment
      - Specialized chairs for proper posture development
    - - Adapted pencil (weighted, triangular, large, etc.)
      - Pencil grip
      - Adapted paper (special sizing, texture)
      - Book holder
      - Audiobook
      - Adapted keyboard
      - Adapted seating
- - - - Pronunciation/Articulation Apps
      - Picture boards / Touch screens with symbols for communication
      - TTY or TDD machines
      - Spelling and word prediction software
      - Pencil & paper
      - Sign language
      - Text to Speech or Speech to Text Apps
  - - - Make eye contact
      - Be patient
      - Listen carefully
      - Don't interrupt or supply words for the student
      - Speak slowly
      - Ask yes/no or multiple choice questions rather than open ended
      - Avoid sensory overload
  - - - Difficulty with forming specific words or sounds correctly.
      - Difficulty with making words or sentences flow smoothly, like stuttering or stammering.
      - Language delay – the ability to understand and speak develops more slowly than is typical
      - Aphasia (difficulty understanding or speaking parts of language due to a brain injury or how the brain works).
      - Auditory processing disorder (difficulty understanding the meaning of the sounds that the ear sends to the brain)
- - - - Form an IEP
      - Multidisciplinary Evaluation Team Report or school evaluation What is an MDE?
      - Before choosing an assistive learning technology, take into consideration what part of the brain was more affected.
        
        Visual aides, like contacts, glasses, and special computer monitors
        
        Power wheelchairs
        
        Large print calender for routines
        
        Personalised keyboards and voice to text technology
        
        Voice recorders
        
        Accommodations
        
        Private testing area
        
        Nap time after lunch
        
        Embossers and braille readers
        
        Scaffolding
        
        Modelling
        
        Adaptive physical education
        
        Role play
        
        Mnemonic devises
      - Medical examination & referral
    - - Because little can be done to reverse the damage that occurred during the traumatic event, the focus is put on stableizing the victim and preventing further injury.
      - Primary focus
        
        insuring the correct amount of oxygen supply to the brain
        
        maintaining adequate blood flow
        
        controlling blood pressure
        
        TBI page
      - Personalised treatment/rehabilitation program depending on the severely.
- - - - Smart board and Power Points
      - speaking directly at the student, not turning away
      - keeping students at the front of the class
      - apps that convert sign language into speech/text-to-speech apps
      - iPad, tablets to PC, combining audio and visual
      - putting class notes from audio to written
      - closed captioning for videos and films
      - texting on phone/sychronous texting may help with social interactions between students
      - providing low background noise areas
      - providing interpreters (but speaking to the student not the interpreter)
      - partner with parents
      - visual aids
      - https://youtu.be/n1jLkYyODsc
        
        What it's like to lip read
      - https://youtu.be/yXvdi0e0yrU
        
        Deafness, self-esteem and inclusion in the classroom
    - - Fire alarms with lights so that the student is aware, student can also have alarms that have gentle vibrations, or the use of horns
    - - Software programs and apps can also convert text into speech as well. Students can change the voice on them and personalize them to their needs
      - Speech generating devices by translating words or pictures into speech
      - Simplest is a picture board or touch screen system
    - - Resources:
        1)Assistive Devices for People with Hearing, Voice, Speech, or Language. (2020, December 14). NIDCD. https://www.nidcd.nih.gov/health/assistive-devices-people-hearing-voice-speech-or-language-disorders#4
        2)Low-Incidence Disabilities - Inclusion Resource. (n.d.). Inclusion Resource. Retrieved February 6, 2021, from https://sites.google.com/site/inclusionresourcenotebook/disability-areas/low-incidence-disabilities
        3)Deaf Students Education Services; Policy Guidance, U.S. Department of Education. (n.d.). Https://Www2.Ed.Gov/about/Offices/List/Ocr/Docs/Hq9806.Html. Retrieved February 6, 2021, from https://www2.ed.gov/about/offices/list/ocr/docs/hq9806.html
        Shepard, C. M., & Alpert, M. (2015). Using technology to provide differentiated instruction for deaf learners. Journal of Instructional Pedagogies, 16(0), 1–7. http://www.aabri.com/manuscripts/152221.pdf
    - - 3 types
        
        Hearing loop or induction loop system: Teacher talks into a microphone or other sound source, amplifiers the sound in the area and it goes through a special loop wire throughout the classroom and the student has a receiver that they can use to hear the sound
        
        https://youtu.be/E47-_Yo9-1Q
        
        Infrared system that has a special transmitter that converts sound waves into an infrared signal to a receiver that is worn by the student
        
        FM System: radio signals to send amplified sound within the classroom
        
        https://youtu.be/C71iVWm2LY4
- - - - A student is considered high incident intellectually disabled if they have an IQ b/t 70 to 75 (average 100)and they are deficit in adaptive behaviors Click here for high incident example
        
        :star:Assistive technologies and accommodations
        
        [Non-tech] :silhouettes: 1. Universal Design for Learning: UDL is a way of thinking about teaching and learning that helps give all students an equal opportunity to succeed. Click here to read more about UDL 2. Scaffolding: Start out with the teacher using heavily mediated instruction, known as explicit instruction, then slowly begin to let the students acquire the skill, moving towards the goal of student mediated instruction.3. Highlighter strips : Translucent rectangles of colour can help eliminate extra visual clutter by blocking out the rest of the text. :spiral_note_pad: 4. Students with learning disability (LDs) may find it useful to summarize the main ideas of the text with sticky notes which can be stuck directly on the page. 5. Review relevant material, preview the material to be presented, present the new material, and then summarize the material just presented.
        
        [Low-tech] :clipboard: Visual/ Auditory Prompts: It provides speech, visual and/or auditory prompts regarding student behavior or steps to be completed in an academic task, rules, and other importance Click here to learn more :black_flag:Calculator – Depending on the type of work being done, a 4-function calculator can be a great help without providing disproportionate advantage to students with LDs.
        
        [High-tech] :blue_book: 1. Audio book/e-book: A digital reading platform to offer personalized recommendations based on a child's reading level and interest. :computer: 2. Built-in Android and IOS: a) Dictation (speech-to-text): As student type, it suggests words to use in their writing. b) AssistiveTouch: It lets students customize hand gestures (such as gestures for zooming in and out) c) Guided Access: Another built-in accessibility feature that can help with attention issues. It allows teachers to disable the device’s Home button so kids get “locked” into a certain app. Can also disable specific parts of an app that may be distracting to students Click here to learn more
        
        Mild and moderate disability
  - - - :star: Assistive technologies and accommodations
        
        [Non-tech] :red_flag: 1. Break learning into baby steps 2. Administer probes 3. Supply quality and immediate feedback :frame_with_picture: 4.Use diagrams, graphics and pictures to augment what teacher says in words 5. Provide ample independent, well-designed intensive practice 6. Teacher model instructional practices for students to follow 7. Provide prompts of strategies to use
        
        [High-tech] :book: 1. Text-to-speech (TTS)- It enables the reading of computer display information or may simply be used to augment the reading of a text message
        Click here to download
        2. Graphic organizers – Organizing ideas visually allows students with LDs to see the connections between ideas.
        Click here to download SimpleMind+
        
        [Low-tech] :pencil2:Pencil-grips (the molded plastic grips that slip over a pencil)Click here to read more :stopwatch: Stop-watch: Can be used during lesson to complete tasks within assigned time intervals. It relieves the burden of having to deal with time management.
- - - - regular contact with students and all involved parties, parents and medical staff as necessary
        
        make sure to be fully aware of all physical needs and medical uses
        
        take into account the students ability to complete assignments and HW make adjustments only when necessary
        
        communicate with the student and request verbal understanding of material
        
        Assist student with organization and break work down into manageable tasks
  - - - Tourette syndrome
      - Sickle cell anemia
      - Rheumatic fever
      - Nephritis
      - Leukemia
      - Lead poisoning
      - Hemophilia
      - Heart conditions
      - Epilepsy
      - Diabetes
      - ADD and AH/HD
  - - - text to speech and speech to text
        
        online assignments
        
        mobility accessible classrooms
        
        graphic organizers
        
        ergonomic classroom equipment
        
        Buzzers
        
        2 more items...
- - - - Low tech
        
        Cue Cards
      - High tech
        
        Speech to text apps as an example

Create a plan for home support (that aligns with the school rules and practices)

Clear, short, visible instructions and class rules

Address distractibility or hyperactivity (provide time for both to calm down or to release energy)

Use self-check lists (students manage the work and tasks accomplishments)

Use informal assessments (this can release the anxiety and stress: evidence of student’s projects, writing pieces, work with manipulatives, checklists, oral responses, observations, etc)

Role-play and teach to identify emotions – how to handle them

Help other students to ignore behavior that is seeking attention

Immediate feedback for behavior (praising and time-to cool off)

Introduce and practice ways to express yourself (journal, free writing, free drawing, tactile tools, clay, playdough, etc.)

Communicate regularly with parents and school counselors