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.

Minimo

800px-Communication_book

800px-SL35_Lightwriter

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."


https://sites.ed.gov/idea/regs/b/a/300.8/c

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

smart_board_boy

ipadsaffordances_joan_gracie_2

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

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will be integrated with accommodations made

Life Skills

Focusing on integrating and building life skills whenever possible

  1. caring for oneself
  2. performing manual tasks;
  3. seeing/hearing
  4. eating
  5. walking/standing/lifting/bending
  6. speaking and communicating
  7. reading;
  8. concentrating and thinking; and
  9. 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

: pencil fid

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.
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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)

Window Mask

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.

Pocket_Talker

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

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Teletypewriter (TTY)

Telecommunications device for the deaf (TDD)

Voice to text software programs

CART Communication Real-Time Translation

Low Tech

  1. 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

  1. 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.