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IDEA Disabilities by Cohort 1, Other accommodations, Emotionally Disturbed…

- - - - Tips for Parents and Teachers!(Special Education Guide)
        For Parents is it important to know your rights, especially knowing the IDEAs Act.
        Teachers always keep in mind mobility, especially when arranging your classroom.
    - - The Categories?
        There are three main areas of disorders being Neuromotor Impairment, Degenerative Diseases, Musculoskeletal Disorder (Education 516). These all differ in severity, and some can be treated while others can not be.
      - Challenges Through Education
        
        What are the Challenges? (Special Education Guide)
        
        Transportation is not available
        
        Trouble moving around the classrooms and hallways
        
        Fulfilling the Physical Education requirements
        
        A hard time communicating
        
        What are Various Accommodations? (ProjectIDEAL)
        
        Special Seating Arrangement - To have developed posture, movements, and can gain access to certain areas easier.
        
        Instructions that focus on fine motor skills - Plan lessons that have more hand usage and maybe incorporate counting blocks if possible.
        
        Incorporating Assistive Technology - Plan the usage and understand how many you need to ensure the student will learn.
        
        Be Aware! - Meaning know what the medical conditions are and how it affects the student. Ask yourself do they get tired easily, do they need certain medication every once and a while.
        
        Therapists - Massage Therapists (For those that need it), Speech-Language Therapists (For those who struggle with speak), Occupational/Physical Therapists (To work on gross motor and fine motor skills), Adapted Physical Education Teachers (That can work with OP or PT to plan exercise that helps with disabilities).
        
        Accommodations
        
        Assistive Objects/ Technology
        
        What are Some Assistive Technologies? (ProjectIDEAL)
        
        Speech recognition software
        
        Example: Dragon Dictation is a voice recognition App. (Special Education Guide)https://www.youtube.com/watch?v=zDMKK5WtDog
        
        Alternative & Augmentative communication devices
        
        Example: https://www.youtube.com/watch?v=qB2Fk0KdUuo
        
        Academic software packages
        
        Screen reading software
        
        Examples: Speak it! which Text to Speech App (Special Education Guide)
        
        Talking Calculator is an App that talks and has larger and easier access to buttons. (Special Education Guide) https://www.youtube.com/watch?v=3RBGbKZD1mk
        
        What are Assistive Objects? (ProjectIDEAL)
        
        Canes
        
        Walkers
        
        Crutches
        
        Wheel Chairs
        
        Specialized Chairs
        
        Specialized Tables
        
        Specialized Exercise Equipment
- - - - Provide study room in library exclusively for students with special needs
      - Allow extra time for tests and examinations
      - Give them course materials in advance
      - Provide text-to-voice software/reading machine
      - Do not penalize spelling or grammar errors, unless they are an integral element of the course outcome
      - Special arrangement of the printing materials for classes and examinations-enlarged print
- - - - Causes
        
        :There is no one cause of developmental delays, but some risk factors include:
        
        · Complications at birth, e.g. low birth weight or lack of oxygen.
        
        · Environmental issues, e.g. lead poisoning, poor nutrition, exposure to alcohol or drugs before birth, difficult family situations, trauma.
        
        · Medical conditions, e.g. chronic ear infections, vision problems, illnesses, conditions, or injuries that have a significant long-term effect on a child’s day to day activities.
      - Potential Warning Signs:
        
        Social & Emotional Developmental Delay
        
        · Child loses skills he or she once had
        
        · Child drools or has very unclear speech
        
        · Child falls down a lot or has trouble with stairs
        
        · Child doesn't play a variety of games and activities
        
        · Child doesn't respond to people or responds only superficially
        
        · Child is easily distracted, has trouble focusing on one activity for more than 5 minutes
        
        · Child is unusually withdrawn and not active
        
        · Child shows extreme behavior (unusually fearful, aggressive, shy or sad)
        
        · Child doesn't show a wide range of emotions
        
        By 5 years old
        
        Child doesn't respond to people outside the family
        
        Child ignores other children
        
        Child shows no interest in interactive games or make-believe
        
        By 4 years old
        
        Physical developmental Delay
        
        · Child loses skills he or she once had
        
        · Child can't brush teeth, wash and dry hands, or get undressed without help
        
        · Child doesn't draw pictures
        
        By 5 years old
        
        · Child loses skills he or she once had
        
        · Child resists dressing, sleeping, and using the toilet
        
        · Child has trouble scribbling
        
        · Child can't jump in place
        
        By 4 years old
        
        Language Developmental Delay
        
        · Child doesn't talk about daily activities or experiences
        
        · Child doesn't use plurals or past tense properly
        
        · Child can't give his or her first and last name
        
        By 5 years old
        
        · Child doesn't speak clearly
        
        · Child doesn't use "me" and "you" correctly
        
        · Child doesn't understand "same" and "different”
        
        · Child doesn't follow 3-part commands
        
        By 4 years old
      - References
        
        https://do2learn.com/disabilities/CharacteristicsAndStrategies/DevelopmentalDelay_Strategies.html#:~:text=Plan%20daily%20physical%20activities%2C%20and,with%20drawing%20and%20writing%20tools.
        
        https://sites.ed.gov/idea/topic-areas/#Early-Childhood-Inclusion-LRE
        
        http://www.cdc.gov/ncbddd/childdevelopment/index.html
        
        http://www.healthofchildren.com/D/Developmental-Delay.html
        
        https://www.growlearningcentre.com/news-events/developmental-milestones
        
        https://www.youtube.com/watch?v=PTtFSnc3OZk
      - Strategies
        
        Routines
        
        Establishing procedures and routines is one of the best strategies for developmentally delayed children. Structure and predictability in learning give a sense of stability to kids who already know or sense that they are different from other children. Parents need to work with teachers to establish similar expectations, so that school and home habits are not totally incompatible. For example, if the parent knows that her child works well with a sibling, she might ask the teacher to assign peer helpers in the classroom. If the teacher requires that children read or look at books silently for 20 minutes, the parent could emulate this at home.
        
        • Manipulatives
        
        Children with developmental delays will benefit from hands-on learning. Manipulatives are educational aids that supplement and reinforcement specific skills. Alphabet letter tiles, wooden blocks and plastic shapes are materials that help children by providing a tangible example of a concept. According to the educational website, Math and Reading Help for Kids, manipulatives help delayed students understand new math facts by representing numbers with shapes or two and three dimensional drawings. Handling these manipulatives also improves fine and gross motor skills.
        
        • Expression
        
        Developmentally delayed children benefit from multiple learning strategies. Worksheets and handwriting activities will not be effective for kids who have difficulty holding a pencil for an extended period. Alternative strategies like drawing pictures or writing short phrases give children a way to express themselves and build confidence in their writing ability. Success in small tasks will motivate them to work harder to improve writing skills.
        
        • Discussion
        
        Developmentally delayed children may have speech or language difficulties. They may not articulate sounds correctly or know enough expressive language to communicate effectively. Engaging in frequent discussion is an effective strategy. Parents and teachers can read aloud, then ask for comments and opinions about the book. The goal is to make children feel comfortable sharing their thoughts with adults and peers.
        
        • Seating Arrangements
        
        Children with developmental disorders can have a variety of issues that can effect learning for themselves and those around them. Keep in mind that a student that displays behaviors that are distracting would work better at an individual desk. If there is not a way to seat the students in the classroom in his own space, pairing him with a capable buddy that can assist with keeping the student on track without it being detrimental to his own education would be beneficial. Also, minimizing distractions and the possibility for over stimulation will assist the student with focusing. For example, do not seat the student next to a window facing the playground.
    - - Physical delay Difficulties handwriting (Low tech stickers, pencil grip, manipulatives High tech apps Crabby writer, multiple fun apps to help with handwriting)
      - Cognitive delay Difficulty to remember daily routines (Low tech visual schedules high tech First, then visual schedule)
      - Communications delay Difficulties to makes sounds or speak in a low voice, talking (echo microphone).Social and emotional
      - Social-emotional delay Understanding and following routine (Low tech social stories High tech Sandbox)
      - Other assistive techology
      - Audiobooks AbleNet Bookworm Audible.
      - Text-to-Speech Software A text-to-speech software could help students to gain control of what they need to say.
      - FM Systems FM systems can help by connecting the teacher and student in an audible way with radio broadcast technology
      - manipulatives
      - jumbo anything (text, materials, paper, etc)
      - binder clip (for grip for turning pages)
      - page protector or colored transparency
      - velcro
      - tactile ruler
      - squishy ball or sensory input (fidgets)
      - highlighter
      - post-it’s
      - Slant board
      - adapted eraser
      - Pencil Grip
      - Adaptive Paper (graph, special spacing or texture, HWT etc.)
      - Adapted Pencil (weighted, fat, skinny, triangular, golf etc.)
      - Visual Schedules
      - Graphic Organizer
      - Low Tech Examples:
      - As I mentioned yesterday, assistive technology is anything/anyone that helps a student make progress. There are three types of assistive technology. Low Tech Assistive Technology is the most common form of assistive technology. Most of these are present in most classrooms and we are unaware that we even provide these accommodations.
      - LOW TECH, MID TECH AND HIGH TECH ASSISSTIVE TECHNOLOGY
      - Mid Tech examples:
        
        electrical device
        
        screen magnifier
        
        audio book
        
        adapted cd player/music player
        
        voice amplification
        
        scooter
        
        gait trainer
        
        wheel chair
        
        braille translation software
        
        switch adapted games or toys
        
        adapted switches
        
        adapted seating (bouncy ball, chairs with seat belts, wiggly butt cushions)
        
        adapted keyboard
        
        calculator
        
        electronic speller or dictionary
        
        word prediction software
      - alerting device
        
        smart board
        
        AAC Device
        
        speech to text
        
        text to speech
        
        portable word processor
        
        electric wheelchair
        
        electronic tablet (iPad, iPod, Kindle, Samsung tablet etc.)
        
        computer
        
        High Tech:
      - Strategies from my mind map ).
- - - - Assistive Listening Devices: It helps amplify sounds to hear especially sounds that have a background voice.
        
        Hearing Loop Systems: Connecting the hearing aid with the microphone where the professors are speaking with a wire across the room.
        
        FM: uses radio signals to transmit sound from a microphone.
        
        Infrared Systems: this new technology uses a transmitter to send the sound invisibly to hearing impaired listeners. This technology is considered to be better for public places, as well as better for students and teachers alike, due to it having no wires and cords.
      - Augmentative and Alternative Communication Devices AAC: Devices that help hearing impaired students understand others and communicate better themselves.
        
        Augmentative Communication is when you add something to your speech (eg. sign language, pictures, a letter board). This can make your message clearer to your listener.
        Alternative Communication This is when you are not able to speak. It is also when your speech is not understood by others. In this case, you need a different way to communicate.
        
        ACC TOOLS ARE CHARACTERIZED INTO TWO SECTIONS:
        
        Unaided AAC – or AAC that does not require a physical aid or tool.
        
        Facial expressions Body language Gestures
        Sign language
        
        Aided AAC – or AAC that uses tools or materials.
        
        Symbol boards
        Choice cards
        Communication books
        PODD books
        Keyboards and alphabet charts
        Speech-generating devices or communication devices
        AAC apps on mobile devices
      - Altering Devices: are devices that adapt sound in other forms of communication, like a flashing light, a very loud sound or vibration.
        
        Door Chimes: Wireless Door Chime with LED Light
        Bed Shaker
        Smoke Alarms
      - Other Tools to Assist the Hearing Impaired are:
        Speech-to-text Devices ( Speech Synthesis ), translates speech to text.
        Communication Real-Time Translation,
        Amplified Telephones,
        Caption Phones,
        Television accessories that stream the sound from the television directly to the hearing aid
  - - - When their range of literacy is an issue, students may require the use of a thesaurus or dictionary during exams. A personal computer with spelling and grammar functions may be required.
      - Provide alternatives to those assignments which are based on interviews or questionnaires, and be flexible with assignment deadlines, particularly if students have had to wait for transcripts of learning sessions.
      - Provide extra time in examinations, particularly extra time for reading questions. Some students will prefer to have questions and instructions ‘signed’ to them.
- - - - ‘Disabling’ hearing loss refers to hearing loss greater than 35 decibels (dB) in the better hearing ear.
        'Hard of hearing' refers to people with hearing loss ranging from mild to severe. People who are hard of hearing usually
        communicate through spoken language and can benefit from hearing aids, cochlear implants, and other assistive devices as well as captioning.
        'Deaf' people mostly have profound hearing loss, which implies very little or no hearing. They often use sign language for communication.
  - - - sign language
    - - In developing countries, children with hearing loss and deafness often do not receive schooling. Or they will go to s special school, which academic level is much lower than normal school.
      - Students have difficulty in: Understanding teachers, communicate with peers efficiently, taking notes and so on.
    - - health sector costs (excluding the cost of hearing devices), costs of educational support, loss of productivity, and societal costs.
  - - - How to definite deafness?
        
        Professional hearing assessment and ear examination in clinical and community settings.
        
        Tools such as the “hearWHO” app and other technology-based solutions make it possible to screen for ear diseases and hearing loss with limited training and resources.
    - - hearing technologies, such as hearing aids, cochlear implants and middle ear implants
      - sign language and other means of sensory substitution, such as speech reading, use of print on palm or Tadoma, signed communication
      - ehabilitative therapy to enhance perceptive skills and develop communication and linguistic abilities.
      - The use of hearing assistive technology
        
        FM system( frequency modulation and loop systems)
        
        Deafness students with limit hearing can use it to hear the teacher.
        
        alerting and/ or telecommunication devices
        
        “home signalling systems”
        It including complete signalling systems, doorbell and phone signalers, alerting systems for fire, carbon monoxide and weather emergencies, vibrating or bed shaking alarm clocks, cell phone signalers and much more.
        
        Normally it is used at home, but It can also be applied in school, student can have a visual reminder in time.
        
        captioning services
        
        Captioning Services, such as“CART”. With CART, deafness can read the teacher’s lecture instead of listening to it.
        
        It is easier for them to catch up with other students’ note-taking, and improve class efficiency.
        
        sign language interpretation
        
        Sign language
        
        the ARSL APP
        Augmented Reality App Can Translate Sign Language Into Spoken English and Vice Versa:(https://www.youtube.com/watch?v=NfIeM2VkRbw&t=5s)
  - - - Pictures and recourses
        https://apps.apple.com/us/app/voice-assist-pro/id511757903#?platform=iphone https://www.signlanguagenyc.com/realtime-live-captioning-services-for-events-what-is-cart/
        https://www.prweb.com/releases/2017/03/prweb14179193.htm
        https://www.pinterest.com/pin/339036678170601634/
        https//5ba00b9c9a475ec88dd72770808f0cd2 150x8
- - - - ASSISTIVE TECHNOLOGY
        
        Text-to-speech
        
        Hearing Aid
        
        Mobility Aid
        
        Personal Computer
        
        Touch screen to assist with physical impairments
        
        Multimodal Material
        
        Writing
        
        Audiobooks
        
        Videos
        
        Diagrams
        
        Pictures
      - ACCOMMODATIONS
        
        Self-care and Advocacy Programs
        
        Physical Therapy
        
        Occupational Therapy
        
        Peer Tutoring
        
        Physical Accessibility
        
        Seating Arrangement
        
        Wheelchair-accessibility
        
        Modified tables/chairs
        
        Modified Communication Methods
        
        Sign Language
        
        Braille
        
        Text-to-speech
        
        Curriculum Modification
        
        Reading Level
        
        Simplified Concepts
        
        Learning Aid
        
        Note Taking
        
        Sign Language
        
        Behaviour Management
        
        Health Monitoring
      - REFERENCES
        
        IDEA. (2018, May 25). Sec. 300.8 (C). Retrieved March 09, 2021, from https://sites.ed.gov/idea/regs/b/a/300.8/c
        
        NCES. (2020, May). Students with Disabilities. Retrieved March 09, 2021, from https://nces.ed.gov/programs/coe/indicator_cgg.asp#:~:text=In%202018%E2%80%9319%2C%20the%20number,percent%20had%20specific%20learning%20disabilities.
        
        ProjectIDEAL. (2013). Multiple disabilities. Retrieved March 09, 2021, from http://www.projectidealonline.org/v/multiple-disabilities/
        
        Special Education Guide. (2016, July 02). Understanding "multiple disabilities": A guide to the idea. Retrieved March 09, 2021, from https://www.specialeducationguide.com/disability-profiles/multiple-disabilities/#:~:text=According%20to%20the%20Individuals%20with,educational%20needs%20that%20they%20cannot
        
        A VIDEO ON A MULTIPLE DISABILITIES PROGRAM
        
        https://www.youtube.com/watch?v=6FTESY7VApo
        
        LancasterSchools (Director). (2016, January 29). A look inside the LCS Multiple Disabilities Program [Video file]. Retrieved March 09, 2021, from https:// www.youtube. com/watch?v=6FTESY7VApo
    - - VARIANCES IN ABILITY
        
        Intellectual functioning
        
        Adaptive Skills
        
        Motor Skills
        
        Sensory Functioning
        
        Communication Skills
      - TRAITS
        
        Deafness
        
        Blindness
        
        Physical Impairments
        
        Hydrocephalus/Seizures
        
        Non-verbal
        
        Emotional Stress
    - - MULTIPLE GENERAL CHALLENGES
        
        Least amount of HS Diploma earners out of all categories
        
        Each student's diagnosis/accommodations are highly individualized
        
        Inclusion in standard class can be challenging, and can become detrimental to the student's learning. However, as outlined in referral process, it is essential to try to include as much as possible
        
        Developing appropriate educational pathway is a multi-faceted process involving numerous professionals/adults
        
        Parents, teachers, specialists (physical therapists/assistive technology/occupational therapsits/speech therapists)
      - COMMON SPECIFIC CHALLENGES
        
        Mobility
        
        Communication
        
        Unable to express needs
        
        Medical Conditions
        
        Hydrocephalus
        
        Seizures
- - - - foetal alcholic syndrome
      - an infection in the baby womb such as rubella.
        
        rare congenital diseases.
  - - - Telecommunication Devices for the Deaf (TDD): I is connected to a telephone line with a modem allowing it to transmit and receive information over a telephone network. The typical TDD is about the size of a small laptop computer with an alpha-numeric keyboard and a small screen to display the typed text electronically. Using the TDD is somewhat similar to being able to chat with friends via the internet.
- - - - Students with TBI should be identified by functional need. Teachers may then select from interventions for a specific need
        
        First, a Functional Behavioral Assessment (FBA) is given to examine and treat the deficits associated with TBI. An Antecedent-Behavior-Consequence (ABC) assessment is one of the most common ways.
        
        In an ABC assessment, assessors record the events that occur immediately before and after the unwanted behavior. (antecedents and consequences)
        
        Structuring the school environment is a way to manage antecedents and consequences.
        
        Noise and activity levels should be controlled and unnecessary distractors and sensory stimulations should be minimized.
        
        It may be required to seat the student near the teacher or an appropriate peer, provide a study carrel, remove extra materials, and divide work tasks into smaller sections.
        
        The classroom environment should be quiet and simplified.
        
        May be required to have a designated “down time.”
        
        To accommodate physical needs such as poor mobility: assisting the student to participate in classroom activities. Ensuring the availability of accessible bathrooms and ramps. Teaching students to rehearse the routines of the learning environment.
        
        Provide extra time for transitions between classes, and offering a peer buddy or adult aide helps
        
        Consideration should be given to the length of school day that students can tolerate, their nutritional needs, and their fatigue levels and need for rest breaks
        
        Altering the expectations for student participation. Allow more time on tests, reduce the amount of written work required, provide exams in multiple-choice format rather than recall format, and give pass–fail grades rather than letter grades
  - - - Physical
        
        Individuals with TBI may have trouble speaking, seeing, hearing, and using other senses. They may have headaches and feel tired a lot. Balance and walking may be affected; they may also have seizures.
      - Social/Behavioral
        
        Sudden changes in mood, anxiety, and depression. Children with TBI may have trouble relating with others. Low motivation and impaired control over emotions.
      - Mental
        
        The student’s ability to use their brain drastically changes. Troubles with short-term and long-term memory are common. TBI students have trouble concentrating and focusing. They may think slowly. They may have trouble talking and listening. Sequencing and judging abilities are also impaired.
  - - - Calculators
      - Computers/word processors
      - Electronic dictionaries
      - Tape recorders
      - Augmentative communication devices
      - Timers/alarms
      - Equipment for mobility - wheelchair, walker, electric scooter
- - - - Place copies of activities on paper at student's desk as needed
      - The teacher should verbalize all visual information
      - Make sure information on board/smart-board use a highly-contrasted color scheme
      - Put any computers or smart-screens at eye-level
      - Make sure there are classroom recordings of lectures for students
    - - Give time and a half or double-time for affected students
      - Make considerations for the student's reading/writing speed, any time needed to use adaptive equipment and eye fatigue
    - - modify assignments to accommodate visual fatigue
      - Avoid activities which require board visual scanning
      - Make written assignments shorter
      - Have the option for oral tests
      - Reduce the need for copy-work
    - - Give preferential seating and locker position
      - Avoid sun or light glare
      - Eliminate clutter in aisle paths
      - Place items in nearby, familiar locations
  - - - Text-to-speech software which can read aloud text
      - Speech-to-text software which transcribes text and assists in writing
      - Pen-top computers (which are cheaper than computers but can use text-to-speech software
      - Audio-recorders to save and store recordings of classes
      - Talking dictionaries to aid in learning unknown words
      - Braille note-takers to assist in note-taking
      - Talking thermometers and calculators to assist in mathematics and the sciences
    - - Braille textbooks & worksheets
      - Tactile graphics and visuals
      - Large print reading material
      - Using a peer note-taker
      - Magnification devices to complete near-visual tasks
- - - - “Impaired articulation” indicates impairments in which a child experiences challenges in pronouncing specific sounds.
        
        “A voice impairment” involves difficulty voicing words; for instance, throat issues may cause an abnormally soft voice.
  - - - Gestures
      - Body language
      - Sign language
    - - Pen and paper to write messages on
      - Picture boards that can be carried around the school / classroom
    - - Delayed Auditory Feedback devices play the user's voice back delayed by a fraction of a second. DAF devices may resemble hearing aids or headphones with a microphone. There are also apps that can use DAF on phone calls.
      - Frequency Altered Feedback devices are similar to DAF but rather than delaying the user hearing their own voice, they change the pitch at which the user hears their own voice.
  - - - Familiar listener for testing
      - Do not penalize for speech errors
      - Allow the student to write answers instead of verbally answering
      - Provide a private location for testing
      - Substitute oral assignments
    - - Allow the student to write answers instead of verbally answering
      - Modify the length of assignments
      - Provide a private location for testing
      - Provide a copy of class notes
      - Allow extended time for assignments and tests
      - Give spelling/vocabulary lists prior to beginning a new unit
        
        Use visual cues
      - Repeat directs using different words.
    - - Visual schedules
      - Allow opportunities to support appropriate social interactions
      - Provide small group activities where possible.
- - - - Individuals who face other health impairments may be exhibit, but are not limited to the following characteristics:
      - Fatigue
      - Mobility issues
      - Issues involving attention
      - Coordination difficulties
      - Muscle weaknesses
      - Frequent absences or lateness to school
      - Stamina
      - Inability to concentrate for long duration
  - - - Check knowledge through verbal responses
      - Modify assignments only as needed
      - Arrange room to accommodate students’ equipment
      - Look at alternatives for excessive writing
      - Mark or circle correct answers on worksheets rather than filling in blanks
      - Scaffold activities
      - Organize environment, materials and lessons
      - Teach specific techniques and strategies for organizing thoughts and materials
      - Reduce homework amount, take the students’ physical ability to complete in a timely fashion into consideration
      - Post daily and weekly schedules to direct students back to the task (and maintain consistency)
      - Maintain transparent communication with all individuals involved with the student (e.g. parents/guardians, doctors, instructional assistant, therapists, special and general education teachers, etc.) to assure appropriate and coordinated instruction
      - Clearly define goals, develop objectives to achieve this goal, and define the required actions needed to achieve the desired outcome
      - Make appropriate arrangements to accommodate the student’s schedule with regard to personal needs
      - Have a clear understanding of the medication needs of the student (type of medication, when it is administered, who administers it, the effect it has on the student)
      - Allow extra time for students to move between activities and/or environments
  - - - IDEA: Individuals with Disabilities Education Act. (2017, May 2). Sec. 300.8 (c) (9). U.S. Department of Education. https://sites.ed.gov/idea/regs/b/a/300.8/c/9.
      - NASET: National Association of Special Education Teachers. (2019). Comprehensive overview of other health impairments. https://www.naset.org/index.php?id=2278.
      - NSTA: National Science Teaching Association. (2021). Other Health Impairments. https://www.nsta.org/other-health-impairments.
      - Project IDEAL: Informing and designing education for all learners. (2013). Other health impairments. http://www.projectidealonline.org/v/health-impairments
- - - - American Foundation for the Blind (no date). Assistive Technology Products. Retrieved from: https://www.afb.org/blindness-and-low-vision/using-technology/assistive-technology-products
        
        Keller, Helen (1938). Helen Keller's Journal, 1936-1937. Garden City, NY: Doubleday, Doran & Co
- - - - Standing Desk
      - Stability Balls for Sitting
      - Rubber Band for Chair Legs
      - Scoop Rockers
      - Wobble Stool
      - Bean bag Chairs
      - Classroom Sofa