The 13 categories of disabilities as identified by IDEA
Emotional Disturbances
Intellectual Disabilities
Speech and Language Impairment
Engela Potgieter
Specific Learning Disabilities
Orthopaedic Impairment
Autism : Spectrum Disorders
Traumatic Brain Injury By: Jens Schubert
Deaf-blindness Olivia LeValley
Multiple Disabilities
Low-incidence Disabilities
High-Incidence Disabilities
CERT 01/2021 Cohort 12
Other Health Impairments
Avoid Trigging Background Events
Asistant Technologies Goal:Reducing Potential frustration
Reading
text-to-speech software
Highlighted Reader
Writing
Taking word processor
Graphic organiser: both high-tech and low-tech to help focusing
Speech recognition softward
other ATs such as hearing typing;spell chekcing and grammar check
Math
Visual representation
Algebra Calculator
other Multi-representations
Asistant Technologies Tracking and Measuring Behavior
Time management
stopwatches
Focus
hand-held counter
Individualized support
Palm devices
Feedback
prompts
steps
Additional support
Record of students' performance
Self- Monitoring
Visual
Auditory
Cueing
Self-graphing
Report cards customized for students performances: weekly and daily sent home
Asistant technologies Promote Social Behavior
Power cards
Write my own social stories
Descriptive setting
Directive behavioral response
Perspective : reactions and Feelings
Control statement
Stuttering
Impaired Articulation / Fluency
Language or voice impairment
Assistive technologies
Communication Challenges
Augmentative and Alternative Communication (AAC) strategies Range from low-tech solutions like picture communication boards to high-tech communication systems with speech output
High and Low tech AAC
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Low-tech AAC -
pen and paper to write
messages on,
pictures boards, that can be
carried to aid communication.
On picture boards, users can point to images, words, pictures, drawings, or letters in order to communicate their message.
High-tech AAC -
specialized devices, software,
smartphone applications,
electronic communication boards, and keyboards.
Speech Generating Devices, which means they can produce digitized speech when the user either types a message or presses on images, words, or letters.
Classroom Use
Text to speech helps students with dislexia
Communication boards to assist communication through pictures. could be displayed on boards or smart boards and speech can be practiced or added later
Software that reads back the text to show students their mistakes immediatly
Graphic organizers - Map out the course of action / planning
Listening systems - Help students to hear better - not only for deaf students, but also students who struggle to hear phonetically
Proof reading software - for students with learning problems aimed at sintax and semantics
Electronic Fluency Devices
Improve the fluency of people with stutters
Delayed Auditory Feedback (DAF)
User's voice back delayed by a fraction of a second
Frequency Altered Feedback (FAF)
Change the pitch at which the user hears their own voice
Language components
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Phonology (Phonics / sound)
Morphology ( Vocabulary)
Sintax (Sentence structure / grammar)
Semantics ( Content)
Pragmatics ( Function)
Writing Related / Dysgraphia
Math related / Discalculia
Reading Related l Dyslexia
Accommodations
Assistive Technologies
Accommodations
Assistive Technologies
Accommodations
Assistive Technologies
High Tech
Mid Tech
Low/No Tech
Low/No Tech
High Tech
Mid Tech
No Tech
Low Tech
High Tech
Product
Product
Process
Ruler or bookmark held under lines.
Content
Product
Content
Process
Content
Process
Environmental Accommodations
Involve students in their learning goals.
Provide preferential seating.
Provide flexible seating for individual, group, or whole class work.
Get to know your students interests and include them in the lessons.
Cultivate a supportive learning environment.
Provide text in large print.
Provide a designated reader.
Reduce the number of items per line or per page.
Provide oral instructions and repeat instructions
Allow more time for tests.
Allow breaks
Provide visuals and graphics in addition to text.
Provide content in audio format.
Provide content in video format.
Allow students to work with partners or small groups of similar learning styles.
Student struggles with spelling or writing.
Students struggle to process written words.
Students struggle to understand numbers and math concepts.
Allow responses to be given orally - live, audio recorded, or dictated to a scribe.
Students can use graphic organizers.
Highlighting pens or tape.
Magnifying glass
"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."
Allow students to answer math questions with numerals.
Don't mark off for spelling.
Give additional time for writing or note-taking.
Allow assignments to be done on computer.
Give students a copy of notes on board to copy at desk.
Alternate means of assessment: oral presentations or visual projects.
Pencil grips
Assign a designated note-taker.
Allow student to use audio-recorder or laptop in class.
Provide handouts so there is less to copy from the board.
Raised-line paper
Graph paper
Give worksheets with name/date/etc. already filled in.
Provide a quiet room or separate space if needed.
Break writing assignments into steps.
Write words in yellow marker and have students trace them.
Color overlays/reading tracker
Provide extra time on tests.
Use graphic organizers to break down problems.
Let students write charts or draw sketches to understand a problem.
Graph paper
Manipulatives
Use word problems. Put math problems into real-world context.
Give word problems and numeral problems on separate worksheets.
Provide charts of math facts, times tables, etc.
Use visual aids.
Cover up extra problems so student can focus on one at a time.
Allow students to write answers in words.
Provide extra work space on paper.
Calculators
noise canceling headphones
Audiobooks
Text-to-speech software
mp3 players/iPods
Digital recorders
Electronic dictionary/thesaurus
Math software
Speech-to-text software
Word prediction software
On-screen keyboard
Portable word processor
Writing apps/ tablets
Proof-reading software
2D and 3D shapes
Talking calculator
Electronic math worksheets
Virtual math manipulatives
Many subtypes
influenced combination of genetic and environmental factors
characterized challenges
social skills
Repetitive behaviour
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Speech
verbal communication
Assistive technology
Nonverbal communication
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Low Tech
Cue cards for oral representation
Picture exchange communication system (PECS)
Mid Tech
Text to speech app - students type out what whey want to say and the audio is produced
Voice output device
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Speech generating device
Prezi 3D graphic organizer
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High tech
Cellphone apps
Tablets that show Makaton signs, when students press on the sign the word is said out loud.
computers - all use pictures or a written format that can either produce audio
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Communication Boards and books
Makaton picture signs. student use these when communicating with someone that doesn't understand sign language.
Augmentative + Alternative communication -promotes independence -expanding communication - increases social interaction
High Tech
showme Interactive white board used on tablets and helps reduce anxiety
Mid-tech
Dictaphones - keeps hours of audio recordings
dedicated systems only used for communication
Audio to text apps on cell phones and tablets
Dynavox
Dynavox
Low tech
Superflex Unthinkable PDF - helps students express their emotions using different characters.
helps students self regulate
Mid-tech
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Social detective books -teaches students self awareness
Power points
Bingo cards with emotions
Blank paper - students draw their friends and write down their characteristics to see what they like about them and things they can talk about.
lowers anxiety
videos
low-tech
create a poster schedule that can be followed everyday place this schedule where it can be seen to avoid anxiety. student can place labelled pictures in order to see what happens first followed by what.
food therapy student can learn to eat different foods and get used to different textures
Programmes used in social therapy
Mid-tech
strategies used by therapies to introduce mixed foods (sensory reponse)
Story online for reading -books read aloud - books have activitiestext
computerized pen for writing changes handwriting into digital text?
Reading - Apple speak selection - reads electronic text
Pages - converts speech to text
uses voice recogniction to convert voice to text
computerized pen - students can hear what they are writing
word processin predictive text -writing
writing - pencil grip
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fidget spinner - lowers anxiety
way of learning, thinking an problem solving range from highly skilled to severely challenged
avoid triggering settings i.e loud sounds/noise
colour coded timer - time management
photo albums of friends and family
Touch screens on devices
Characterised by a student considerably affected in education performance with two or more disabilities
Common for students who have low-incidence disabilities to receive assistance since they are very young
Students with MD need assistance in developing life skills, but are still able to learn at their level.
Their focus should be on self-care and self-advocacy to give them independence and help them integrate into the community
May have sensory impairments and communication problems where expressing needs and even pain is difficult. This can negatively affect them emotionally, intellectually, and instructionally if no assistance is given
Other Accommodations
Assistive Technologies
Depending on the number and types of disabilities, assistive technologies will vary
HIGH TECH
Tactile Symbols
Pointing to an object or a picture to make a choice enables a child to communicate his or her wants and needs.
Should also be used expressively, learn to make choices, discuss day events, and communicate about experiences.
Augmentative and Alternative Communication Device (AAC)
Smartboards
Hand Held Personal Computer
Allison Kleistberg
symbols, displays, selection, and output.
- helps make communication easier
- more accessible for those with motor difficulties
- able to practice skills anytime
Peer Tutoring
reciprocal relationship where both learn from each other
LOW TECH
Literacy
Accessible Books: using recreated books for access through technology and audio
Modifying Books: to make them more interesting/meaningful
Object Books: Can be used to explore routines, counting, or to reinforce concepts
Object books are made using real objects for a tactile and visual experience
will be integrated with accommodations made
Life Skills
Focusing on integrating and building life skills whenever possible
- caring for oneself
- performing manual tasks;
- seeing/hearing
- eating
- walking/standing/lifting/bending
- speaking and communicating
- reading;
- concentrating and thinking; and
- working.
ADHD
.A common condition that makes it hard to focus, keep still, and think before acting. Some people with ADHD mainly have trouble with focus.IT can also impact other skills, including managing emotions
Sign and Symptoms
Trouble with executive functioning
Cognitive flexibility (flexible thinking)
Inhibitory control (self control)
Working memory
Thinking before you say or do things
Organizing and planning
Paying attention and remembering things
Starting tasks and staying focused
Keep track of what you're doing.
hyperactivity
congenital anomalies - clubfoot, absence of limg
disease - bone tuberculosis
amputations
fractures or burns resulting in contractures
IDEA definition: "A severe orthopaedic impairment... includes impairments caused by a congenital anomaly [birth defects], 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)."
Assistive Technologies
Low Tech
Book Stands and Slant Boards: Slant boards & book stands are portable and easy to use. The slant board allows for students to write at an adjustable angle while keeping paper in place. The book stand can keep pages open, and with assistance or independently, children with disabilities can turn the page, keeping the text open and at an adjustable tilt and height.
Alternative Grip Tools: Alternative grip tools are designed to be easier for children to hold and utilize, coming in different weights, sizes, and shapes. These tools support coordination difficulties and grip challenges.
Assistive technology
Hight Tech
E-Books: E-books are allow students to access a large variety of texts and titles on a Kindle, tablet, or computer. With the tap of a finger, students can turn the page. E-book features can also include zooming, highlighting, and reading the text out loud.
Other Accommodations
IPads: On iPads, teachers and students can access an enormous number of apps to support students with various needs. Some apps available include text to speech, speech to text, electronic version of games, e-books, tools such as
high-tech
low tech/no tech
Devices to Access Information: These assistive technology devices focus on aiding the student to access the educational material
speech recognition software
screen reading software
augmentative and alternative communication devices (such as communication boards)
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. These devices include:
canes
walkers
crutches
wheelchairs
specialized exercise equipment
specialized chairs, desks, and tables for proper posture development
fidget pencils
:
Visual Impairment : Chris Nowak
Self-regulation centres
Bells, chimes or songs to signal transitions
"Wiggly chair" and bean bag chair
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As defined by IDEA, traumatic brain injury means an acquired injury to the brain cause by external physical force, resulting total or partial functional disability or psychosocial impairment, or both, that adversely affects a child's educational performance.
Types of impairments
Senses have been disrupted, so learning through senses such as sight, sound, touch, smell and taste causes information to be interpreted wrong by the brain.
Speech functions may be slow, slurred, and difficult or impossible to understand if the areas of the brain that control muscles of the speech mechanism are damaged
Information processing difficulties because of the brain's ability to take in, store, process or communicate information has been affected
Psychosocial behavior problems can include anxiety, uneasiness, helplessness, fatigue and mental and cognitive distress
Physical functions include difficulty with grasping and manipulation of objects due to pain, locking or loss of motor skills.
abstract thinking deals with with reduced foresight, judgement, insight, reasoning, creativity, and problem solving difficulties
cognition impairment is when a person has trouble remembering, learning new things, concentrating or making decisions that affect their everyday life. Can range from mild to severe
Assistive Technologies
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High Tech
Low Tech
Walking Late
Speech generating devices programed with panels or switches that when depressed will activate pre-recorded digitized or synthesized speech output (GoTalks)
Recording devices that can make note taking and keeping up with presentations easier (Sony ICD-UX530 Series Voice Recorder)
Writing assistance devices or programs for persons with motor skills difficulties. Program can help individuals with stronger oral abilities who need help with writing. (Dragon NaturallySpeaking)
Tablets such as Ipads or android can help students with writing and correcting writing mistakes. Lectures can be streamed wirelessly so students with senses difficulties can be closer to the information
Wheelchairs, scooters, and walkers for help with mobility
Education aids such as page turners, book holders, and adapted pencil grips can help students with motor skill difficulties
For children, having toys or things such as on/off switches that they can interact with can increase participation and self-esteem
Communication boards to display information for help with visual, and auditory difficulties
Proper room in a classroom for students to be able to navigate and participate. Sitting them near the teacher or board based on their needs. Ramps and accessible room to learn (I.e. vision difficulty students can be sat closer to the front of the classroom.)
Accommodations, support and Grading
Students should be graded on milestones
Accomadations
Teachers should be careful not to overload students with too much information
Create an environment where students have the flexibility to move about and are comfortable
Be mindful of other students behavior toward students with brain injuries
Encourage students to participate by creating tasks that have high success for completion.
Possibility for students to have several needs so a teacher must create small milestones that can be graded on
Avoid negative feedback, instead start with positive feedback and support to try again.
Failure is not seen as a weakness but instead as a process of learning and making it fun
communicate with parents when their children are successful and keep a reward system for completing milestones
AT Apps
For example: "Storybird"- helps students with their writing by offering them visual inspiration to writing by providing artist-created images.
Scanning pens
Talking calculators
Reminder devices such as a vibrating watch
Visual impairment including blindness means an impairment in vision that, even with correction, adversely affects a child’s educational performance. The term includes both partial sight and blindness.
Carolina Diaz de Salas
Types of Impairments
Assistive Technologies
Partial sight
Blindness
High Tech
Low Tech
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Appropriate lighting
Reduce glare
Enhance contrast
Alternative activites : Reading > Listening
Real models
Tactile Representations
Braille
Various formats for visual materials
Descriptive language : Left > Over here
Large print
Verbalize
Additional time
Preference for Oral over Written tests
Emotional Well-being
Difference to peers
Encourage independence
Handheld digital devices
Resources for accessible digital reading options
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Peer Self identification
sound reducing headphones
color coding school supplies
Distance
Novelty
By increasing the novelty and interest level of tasks through use of increased stimulation (e.g., color, shape, texture) reduces activity level, enhances attention and improves overall performance.
Involve student in choice
Challenge writing as their peers
Word processor software
movement breaks
Use first-then statements
Math strategies
Literacy strategies
Deafness -Olivia LeValley
The Role of Teachers
Chunk assignments or test questions with breaks and positive feedback in between
"deaf" vs "Deaf": Clarifications of What These Words Mean
"deaf"
"Deaf"
Lowercase "deaf" refers to the condition of not hearing. There are many reasons as to how an individual can develop this audiological condition.
Paragraph shrinking
**Objective:** Students will name the most important points about a short text and summarize those points in 10 words or fewer
Change a letter
Objective: Students will be able to substitute one letter in a word to make a new word.
Generally "deaf" individuals have lost their hearing because of illness, trauma, or age.
Elkonin sound boxes
Objective: Students will use these to segment words into phonemes and blend them back
together. ()
Uppercase "Deaf" refers to the group of "deaf" people who share both the language of ASL as well as the culture
Generally "Deaf" individuals have inherited their sign language and use it as their primary means of communication. They also typically share a set of beliefs about their place in the greater society
Place value straw bundles
Students create two-digit or three-digit numbers and explain the place value of each digit.
()
Even though they share disability of not being able to hear, "deaf" individuals are different from "Deaf" individuals because they don't have access to the key components that create the culture of "Deaf" people.
Fact fluency strategy
Objective: Students build retention of addition facts by playing bingo.
Parental Interaction
Aid in the Classroom Through Assistive Technology
Behavior strategies
Parents of "Deaf" students
Token rewards
Typically involves giving students tokens (e.g., poker chips) when they display appropriate behavior. These tokens are in turn ex-changed for tangible rewards or privileges at specified times.
Parents of "deaf" students
Low/No Tech
High Tech
Because students who are "Deaf" generally inherit their deafness along with the language, communication may be difficult between "Deaf" students parents and teachers
Teachers may need to communicate with parents through the assistive technology used in the classroom because the parents may also be "Deaf"
Because students who are "deaf" have lost their hearing in their lives, their parents are likely to not have hearing impairments which means that communication will likely be similar to most other parents
Scheduling
As ADHD students' performance progressively worsens over the course of the day, it is suggested that instruction be provided in the morning.
Non-verbal signals
Objective: Students learn to recognize, respond to, and use pre-taught nonverbal signals for communication and to share behavioral needs.
It is also important to be mindful and respectful of the culture of Deafness
(for example: "Deaf" people often do not believe deafness to be a disadvantage. Referring to it as so could create barriers to open communication with parents)
Difficulty remembering things
Explosive tantrums
Mood disorders
Slow in mastering things
Anxiety disorders
Behavior problems
Hearing problems
Talking late
Assigning a peer note-taker
Create detailed PowerPoint lessons
Create a notes outline to give to student before lectures
Create worksheets to help students stay engaged in the lesson
Kurshat Siraj
Teaching assistant or paraprofessional
Adjustable seating plan to allow the student(s) to have the best view of the teacher and presentation
lip-reading
During COVID, having the teacher or class wear masks with a window shield to allow deaf students continue to read lips
Assistive Technology
Accommodations
Assistive Technology (Low and High)
Enhancing Capabilities
Providing Choices:
Building Self-Esteem
Maximizing Support
Increasing Life Experiences
Letting the person served experience different social settings, scenarios and responsibilities. This can be done by providing the student with various experiential learning opportunities and increase the level of academic and non-academic exposure.
Providing positive reinforcements for successes in new experiences. Since the student may struggle academically, exploring potential areas of strengths can build student's self-esteem.
Working with the person being served to identify and build on natural strengths and skills. This can in variety of different areas such as: music, sports, and arts
Stepping outside of the normal routine and having options on things like what to wear, what to do with free time, what to have for a meal, what needs to be done for the day, etc.
In consecutive order: Guided facilitation, Direct and immediate intervention, and eventually, no direct intervention both at home and from school faculty. This can potentially include students and other members in the student's life.
MeMinder can help the student to review their options as it relates to what to wear (blue jeans go with just about everything); free time (favorite music or videos, call a friend, etc.); favorite food; in addition to the normal list of tasks or assignments for the day.
Academic dictionary and collective notes (Low assistive technology)
Remind of daily tasks (Low assistive technology)
Proofreading Software
(High assistive technology)
Use of dictionaries and other electronic devices (High assistive technology)
Closed-captioning on videos
Speech-to-text devices
Visual alert systems
Transmitter/Receiver systems with microphone for teacher that is compatible with hearing aids
Gather students' attention by flickering lights
Induction loop
Minimize background noise
Do not speak when facing the whiteboard
Hearing aids
All class announcements are given written as well as verbally
Record all classes and make recordings available through a variety of digital delivery methods
Live remote captioning service during lessons with transcripts made available after class
Students can use dictionaries, electronic devices and smart pens that can help them translate, define and explain certain terms so it enhances capabilities and builds self-esteem for students
List of technical jargon made available early to students/interpreters
Control group discussions by ensuring only one speaker is presenting at a time
Offering additional reading assignments to supplement lessons
Student with intellectual disability has access to instructions to identified daily tasks when care provider or their special needs educator is not with them. They can receive instructions in the format that they need to understand.
Provide alternatives assignments
Provide personal computer with spelling and grammar assistance installed to assist with literacy issues
Student can note down the list of terms, formula and other important lesson key take-aways with the support of their teacher and can have regular access to it. They can use it as a reference during tasks so it enables them and increases their self-esteem.
Personal amplifiers
Students can use various proofreading softwares to correct words frequently misspelled by students. This can help students work on his or her English skill set to become a more effective and accurate writer.
Incorporate a few basic ASL signs into class routines
Math Simulations
(High assistive technology)
Math simulations can help students with learning and intellectual difficulties visualize math problems and concepts. As a result, students can better understand the application of a particular type of problem, since these students struggle with the conceptual aspects of math.
Hearing Impairments
Deaf-blindness is... a disability in which both sight and hearing impairments affect how you communicate, access information, and get around
Assistive Technologies
High Tech
Low/No Tech
Screen reader on computers at school and in the home
Dictation software installed on computers
Braille displays installed on computers to translate digital text into braille
Individuals who are deaf-blind are not necessarily both entirely deaf and entirely blind but instead have either more hearing than vision or more vision than hearing
Alerting devices to convert audio alerts into visual or physical alerts or vice versa
Enhanced listening devices that connect to hearing aids
Closed-captions on videos and movies
Provide transcripts of videos or movies
Provide alternative assignments
Minimize background noise in the classroom
Teaching assistant or paraprofessional
Speech-to-text devices
Record all classes and make recordings available through a variety of digital delivery methods
Hearing aids
Live remote captioning service during lessons with transcripts made available after class
Handheld digital devices for student use
Peer self-identification
Large-print documents and posters
Incorporate tactile learning equipment
Refreshable braille display
Braille translation software
Service-animals
Use touch cues
American Sign Language
Wait-time
Braille
Braille note-takers
Exploring objects in a non-directive approach
Using object symbols
App - Meminder (High assistive technology)
Optical Character Recognition programs (OCR)
Hearing Assistive Technology (HAT)
They can bypass challenging acoustics—sending sound directly to users’ ears
Telecoils
Telecoils expand the usefulness of hearing aids and cochlear implants, especially in environments where it is typically challenging to hear clearly.
Telecoils, also called t-coils, are built into many hearing aids, all cochlear implants, and some streamers.
Assistive Technology
High Technology
Three Types of Assistive Listening Systems
Hearing Loops
Infrared •
FM Systems
(AFILS), consist of a copper wire placed within a room, theater, or counter which is connected via a special loop “driver” to a public address or sound system.
People who do not have hearing aids or who do not have access to telecoils in their hearing aids or streamer need to use a hearing loop receiver and headphone to connect to the system.
A transmitter sends speech or music from a public address or sound system to an IR receiver using invisible infrared light waves
Everyone using the IR system needs a receiver and either a headphone or a neck loop
transmit wireless, low power FM frequency radio transmission from a sound system to FM receivers
An advantage of this system over an infrared system: FM is not affected by direct sunlight.
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Assistive Listening Devices (ALDs) are personal technologies that can help you communicate in one-to-one conversations.
Communication Access Realtime Translation (CART) and Realtime Captioning
Captioning is the text of the audio portion of a video or film displayed directly on the video or film, often on the bottom of the screen.
non-invasive assistive hearing technologies
Teletypewriter (TTY)
Telecommunications device for the deaf (TDD)
Voice to text software programs
CART Communication Real-Time Translation
Low Tech
- Picture Boards - Can be carried to aid communication with those who are hearing. Users can point to images or words in order to communication their message
- Digitized Speech AAC Devices - Smartphone applications and communication boards can produce digitized speech when the user either types a message or presses on images and words.
Augmentative and alternative communication (AAC) devices help those who have trouble with communication. People who are deaf or hard of hearing may need AAC devices if they, for example, are non-verbal, only use American Sign Language, or have trouble speaking.
Hearing Impariments
Jiwon
Signs or symptoms
Not responding when name is called
Watching others lips intently when they speak
Delayed speech development
Mishearing or misprouncing words
Problems with concentration
Classroom technology
Hearing aid
Real time captioning
Voice recognition softawre
FM systems
Teacher Strategies
Use lots of visual aid and text labels
Arranging chairs in a circle
Speech-language pathologist assistance
Minimize background noises
Talk slowly and dont yell
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Provide modified instructions and assessments
Share your own strengths and weaknesses.