Please enable JavaScript.

Coggle requires JavaScript to display documents.

The 13 categories of disabilities as identified by IDEA, Record of…

- - - - text-to-speech software
      - Highlighted Reader
    - - 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
    - - Visual representation
      - Algebra Calculator
      - other Multi-representations
  - - - stopwatches
    - - hand-held counter
    - - Palm devices
        
        Feedback
        
        prompts
        
        steps
        
        Additional support
    - - Visual
      - Auditory
      - Cueing
      - Self-graphing
  - - - Descriptive setting
      - Directive behavioral response
      - Perspective : reactions and Feelings
      - Control statement
- - - - Assistive Technology (Low and High)
        
        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)
        
        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.
        
        Remind of daily tasks (Low assistive technology)
        
        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.
        
        Proofreading Software
        (High assistive technology)
        
        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.
        
        Use of dictionaries and other electronic devices (High assistive technology)
        
        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
        
        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.
        
        App - Meminder (High assistive technology)
      - Enhancing Capabilities
        
        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
      - Providing Choices:
        
        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.
      - Building Self-Esteem
        
        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.
      - Maximizing Support
        
        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.
      - 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.
      - Link: Encourage a supportive environment
- - - - High and Low tech AAC
        
        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
  - - - Phonology (Phonics / sound)
      - Morphology ( Vocabulary)
      - Sintax (Sentence structure / grammar)
      - Semantics ( Content)
      - Pragmatics ( Function)
- - - - Product
        
        Don't mark off for spelling.
        
        Give additional time for writing or note-taking.
        
        Allow assignments to be done on computer.
        
        Alternate means of assessment: oral presentations or visual projects.
        
        Give worksheets with name/date/etc. already filled in.
      - Content
        
        Allow students to answer math questions with numerals.
        
        Give students a copy of notes on board to copy at desk.
        
        Provide handouts so there is less to copy from the board.
      - Process
        
        Assign a designated note-taker.
        
        Allow student to use audio-recorder or laptop in class.
        
        Break writing assignments into steps.
        
        Write words in yellow marker and have students trace them.
    - - High Tech
        
        Speech-to-text software
        
        Word prediction software
        
        On-screen keyboard
        
        Portable word processor
        
        Writing apps/ tablets
        
        Proof-reading software
      - Mid Tech
        
        Digital recorders
        
        Electronic spellers
        
        Electronic dictionary/thesaurus
      - Low/No Tech
        
        Pencil grips
        
        Raised-line paper
        
        Graph paper
  - - - Process
        
        Let students write charts or draw sketches to understand a problem.
        
        Provide charts of math facts, times tables, etc.
        
        Cover up extra problems so student can focus on one at a time.
      - Content
        
        Use graphic organizers to break down problems.
        
        Use word problems. Put math problems into real-world context.
        
        Give word problems and numeral problems on separate worksheets.
        
        Use visual aids.
      - Product
        
        Provide extra time on tests.
        
        Allow students to write answers in words.
        
        Provide extra work space on paper.
    - - No Tech
        
        Graph paper
        
        Manipulatives
        
        2D and 3D shapes
      - Low Tech
        
        Calculators
        
        Talking calculator
      - High Tech
        
        Math software
        
        Electronic math worksheets
        
        Virtual math manipulatives
  - - - Product
        
        Allow more time for tests.
        
        Allow responses to be given orally - live, audio recorded, or dictated to a scribe.
        
        Students can use graphic organizers.
      - Content
        
        Provide text in large print.
        
        Provide a designated reader.
        
        Reduce the number of items per line or per page.
        
        Provide visuals and graphics in addition to text.
        
        Provide content in audio format.
        
        Provide content in video format.
      - Process
        
        Provide oral instructions and repeat instructions
        
        Allow breaks
        
        Allow students to work with partners or small groups of similar learning styles.
    - - Low/No Tech
        
        Ruler or bookmark held under lines.
        
        Highlighting pens or tape.
        
        Magnifying glass
        
        Color overlays/reading tracker
      - High Tech
        
        Audiobooks
        
        Text-to-speech software
        
        E Readers
        
        mp3 players/iPods
      - Mid Tech
        
        reading pens
        
        noise canceling headphones
- - - - 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.
      - 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.
        
        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
      - 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
- - - - social skills
        
        Repetitive behaviour
        
        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
        
        writing - pencil grip
        
        Mid-tech
        
        strategies used by therapies to introduce mixed foods (sensory reponse)
        
        Speech
        
        verbal communication
        
        Assistive technology
        
        Nonverbal communication
        
        3 more items...
        
        Augmentative + Alternative communication -promotes independence -expanding communication - increases social interaction
        
        Touch screens on devices
        
        High Tech
        
        showme Interactive white board used on tablets and helps reduce anxiety
        
        Audio to text apps on cell phones and tablets
        
        Pages - converts speech to text
        
        1 more item...
        
        Mid-tech
        
        Dictaphones - keeps hours of audio recordings
        
        dedicated systems only used for communication
        
        Dynavox
        
        computerized pen - students can hear what they are writing
        
        word processin predictive text -writing
        
        colour coded timer - time management
        
        Low tech
        
        Superflex Unthinkable PDF - helps students express their emotions using different characters.
        
        helps students self regulate
        
        Social detective books -teaches students self awareness
        
        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
        
        fidget spinner - lowers anxiety
        
        photo albums of friends and family
        
        Mid-tech
        
        Power points
        
        videos
        
        Programmes used in social therapy
        
        avoid triggering settings i.e loud sounds/noise
- - - - 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
  - - - 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.)
  - - - 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
    - - 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.
- - - - 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
      - 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
      - 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
      - Refreshable braille display
      - Braille translation software
      - Braille
      - Braille note-takers
    - - Provide transcripts of videos or movies
      - Provide alternative assignments
      - Minimize background noise in the classroom
      - Teaching assistant or paraprofessional
      - Peer self-identification
      - Large-print documents and posters
      - Incorporate tactile learning equipment
      - Service-animals
      - Use touch cues
      - American Sign Language
      - Wait-time
      - Exploring objects in a non-directive approach
      - Using object symbols
- - - - Peer Tutoring
        
        reciprocal relationship where both learn from each other
      - 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
      - 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.
    - - 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)
        
        symbols, displays, selection, and output.
        
        Smartboards
        
        Hand Held Personal Computer
        
        helps make communication easier
        
        more accessible for those with motor difficulties
        
        able to practice skills anytime
      - LOW TECH
        
        will be integrated with accommodations made
- - - - Various formats for visual materials
      - Handheld digital devices
      - Resources for accessible digital reading options
      - Word processor software
    - - Appropriate lighting
      - Reduce glare
      - Enhance contrast
      - Alternative activites : Reading > Listening
      - Real models
      - Tactile Representations
      - Braille
      - Descriptive language : Left > Over here
      - Large print
      - Verbalize
      - Additional time
      - Preference for Oral over Written tests
      - Peer Self identification
      - Distance
      - Involve student in choice
      - Challenge writing as their peers
- - - - Parents of "Deaf" students
        
        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"
        
        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)
      - Parents of "deaf" students
        
        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
    - - Low/No Tech
        
        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
        
        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
        
        Control group discussions by ensuring only one speaker is presenting at a time
        
        Gather students' attention by flickering lights
        
        Minimize background noise
        
        Do not speak when facing the whiteboard
        
        All class announcements are given written as well as verbally
        
        List of technical jargon made available early to students/interpreters
        
        Offering additional reading assignments to supplement lessons
        
        Provide alternatives assignments
        
        Incorporate a few basic ASL signs into class routines
      - High Tech
        
        Closed-captioning on videos
        
        Speech-to-text devices
        
        Visual alert systems
        
        Transmitter/Receiver systems with microphone for teacher that is compatible with hearing aids
        
        Induction loop
        
        Hearing aids
        
        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
        
        Provide personal computer with spelling and grammar assistance installed to assist with literacy issues
        
        Personal amplifiers
  - - - Lowercase "deaf" refers to the condition of not hearing. There are many reasons as to how an individual can develop this audiological condition.
        
        Generally "deaf" individuals have lost their hearing because of illness, trauma, or age.
        
        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.
    - - 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
- - - - Teletypewriter (TTY)
        
        Telecommunications device for the deaf (TDD)
        
        Voice to text software programs
        
        CART Communication Real-Time Translation
    - - 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.
  - - - (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.
    - - 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.
- - - - Cognitive flexibility (flexible thinking)
        
        Starting tasks and staying focused
        
        Keep track of what you're doing.
      - Inhibitory control (self control)
        
        Thinking before you say or do things
        
        hyperactivity
      - Working memory
        
        Organizing and planning
        
        Paying attention and remembering things
  - - - 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
      - Optical Character Recognition programs (OCR)
    - - fidget pencils
        
        :
      - Self-regulation centres
      - Bells, chimes or songs to signal transitions
      - "Wiggly chair" and bean bag chair
      - sound reducing headphones
  - - - Place value straw bundles
        Students create two-digit or three-digit numbers and explain the place value of each digit.
        (https://youtu.be/xpti64r-p6M)
      - Fact fluency strategy
        Objective: Students build retention of addition facts by playing bingo.
    - - 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.
      - Elkonin sound boxes
        Objective: Students will use these to segment words into phonemes and blend them back
        together. (https://youtu.be/Pzg5jRy1PwE)
    - - 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.
      - 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.