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13 IDEA Categories of Disabilities, Reference, Reference, by Cohort 7,…

- - - - Hands on teaching
      - Use of visuals and charts with direct and immediate feedback
      - break tasks into simple small steps
      - Seated in a place that is the least distracting and least noisy
      - Scheduling - extra time to finish assignments / tests
      - Give students taped lectures / teacher notes
    - - Simplified mobile phones
      - Customised Habituation training programmes
      - Hearing aids
      - Screen readers
      - Prosthetic limbs
      - Electrically powered wheelchairs
      - Text to Speech and Speech to text softwares
      - Math tools
  - - - inability to lead a fully independent life due to challenges communicating, taking care of themselves, or interacting with others
      - IQ below 70
      - learning difficulties
      - lack of curiosity
      - childish behavior inconsistent with the child’s age
      - inability to understand the consequences of actions
      - problems learning to talk or trouble speaking clearly
      - sitting, crawling, or walking later than other children
      - failure to meet intellectual milestones
      - Difficulty with problem-solving or logical thinking
      - Behavior problems such as explosive tantrums
      - Difficulty remembering things
      - Slow to master things like potty training, dressing, and feeding themselves
- - - - ASD is 3 to 4 times more likely to occur in boys.
    - - ASD is 3 to 4 times less likely to occur in girls.
      - Girls exhibit less obvious signs of ASD than boys.
  - - - no social smiling by 6 months
        
        no one-word communications by 16 months
        
        no two-word phrases by 24 months
        
        no babbling, pointing, or meaningful gestures by 12 months
        
        poor eye contact
        
        not showing items or sharing interests
        
        unusual attachment to one particular toy or object
        
        not responding to sounds, voices, or name
        
        loss of skills at any time
    - - Stopped learning new skills.
      - Lost skills they had previously mastered.
    - - Developing relationships
        
        prefer to spend time on their own, rather than with their peers
        
        need other children to play by their rules and get upset if their rules aren’t followed
        
        have trouble understanding the social rules of friendship
        
        have difficulty making friends and have few or no real friends
        
        have trouble relating to children their own age and prefer to play with younger children or adults
        
        have difficulty adjusting their behaviour in different social situations
        
        invade personal space by getting too close to people.
      - Repetitive Behaviour
        
        have unusual interests or obsessions – for example, they might collect sticks or memorise football statistics but not really be interested in the game
        
        have compulsive behaviour – for example, they might line things up or need to close all the doors in the house
        
        have an unusual attachment to objects – for example, they might carry toys around, or collect unusual items like chip packets or shoelaces
        
        be easily upset by change and like to follow routines – for example, they might like to sit in the same seat for every meal or have a special order for getting ready in the morning
        
        repeat body movements or have unusual body movements, like hand-flapping or rocking
        
        make repetitive noises – for example, grunts, throat-clearing or squealing.
      - Sensory Sensitivities
        
        be sensitive to sensory experiences – for example, they might be easily upset by certain sounds or uncomfortable clothes, or eat only foods with a certain texture
        
        seek sensory stimulation – for example, they might like deep pressure, seek vibrating objects like washing machines, or flutter fingers to the sides of their eyes to watch the light flicker
        
        be less responsive to pain than other children.
    - - The [adult] may have extremely rigid ideas about time, travel, daily routines, feeding, dressing routines, and placement of objects at home and in the classroom. (National Autism Institute at Mat Center, 2020
      - Difficulty maintaining relationships.
      - Difficulty sharing conversation space.
    - - https://www.youtube.com/watch?v=M20DIK1Yt3A
  - - - Difficulties with two-way conversation.
      - Reduced interest in sharing interests and/or emotions.
      - Difficulty understanding and responding to social cues: eye contact, facial expressions
      - Difficulty developing, understanding, maintaining relationships: friendship or romantic relationships.
    - - Exhibiting intense interests atypical of chlidren their age. Adults tend to launch into long speeches on subjects they are passionate about, and find it difficult to gauge the other party's interest level.
      - Repetitive Motions: hand flapping, toe walking, etc
        
        Stim: Self stimulation is a coping mechanism for sensory overload.
      - Unique Speech Patterns: speaking in unusual ways, switching pitch in unusual places, "scripting" or repeating long parts of dialogue from favourite movies.
      - Displaying a deep need for consistency, structure, an routine. Typically getting frustrated and upset when routines are disrupted or plans are cancelled or modified.
    - - High Functioning
      - Low Functioning
  - - - LibGuides: Autism Spectrum Disorders (ASD): Common Assistive Technologies. (2020, September 8). Illinois University Library. https://guides.library.illinois.edu/c.php?g=515793&p=3526329
    - - What Is Autism Spectrum Disorder? (2021). American Psychiatric Association. https://www.psychiatry.org/patients-families/autism/what-is-autism-spectrum-disorder#:%7E:text=Autism%20spectrum%20disorder%20(ASD)%20is,are%20different%20in%20each%20person.
    - - Signs of autism in older children and teenagers. (2021, February 15). Raising Children Network. https://raisingchildren.net.au/autism/learning-about-autism/assessment-diagnosis/signs-of-asd-in-teens#:%7E:text=have%20trouble%20understanding%20the%20social,behaviour%20in%20different%20social%20situations
  - - - https://www.youtube.com/watch?v=P1I0skxCSEo
      - Check in regularly to see if your strategies are helping, hindering, or having no effect. Encourage suggestions from the student.
    - - This is first and best way to support a student on the Autism Spectrum, if your school provides this option.
    - - Both High & Low Functioning
        
        Daily Life Skills :house_with_garden:
        
        Life Skills Winner is an application that allows users to score points while learning daily living tasks in an interactive setting.
        
        Life Skills Winner
        
        Recreational Skills :sports_medal:
        
        Organization Skills :file_cabinet:
        
        Edmodo: Coordinating the Classroom with Teachers, Students, & Parents
        
        Hygiene :bathtub:
        
        Social Skills :smiley:
        
        Facial expression practice for children, adolescents, and adults.
        
        FaceSay Social Skills Software Games
      - Low Functioning ASD
        
        Reading Challenges :book:
        
        Otsimo
        
        AAC for non-verbal communication.
        
        Otsimo
        
        Text to Speech function.
        
        Assistive learning games for children and adults
        
        Non-Verbal / Speech delay :mute:
        
        AAC: Augmentative & Alternative Communication Tools
        
        Picture books for pointing at images students have collected to communicate what they want
        
        iPads, Smartphones, etc. with Speech Generating apps
        
        My Talk Tools
        
        Let Me Talk
        
        GoTalks
        
        Writing Challenges :writing_hand:
        
        Speech to Text apps (on iPads or smartphones, etc)
        
        Help with fine motor skills: Computers for writing tests, inclined writing surfaces, bigger spaced lined notebooks.
      - High Functioning ASD
        
        Second Language Learning :left_speech_bubble:
        
        Headphones for Listening Activities
        
        Proloquo2Go
        
        Scheduling :timer_clock:
        
        AutiPlan Visual Scheduling App
        
        Writing: Essays, Projects, Presentations :pen:
        
        Popplet: Visual Idea Organizer
    - - Chunking: breaking material down into manageable chunks.
      - Visual Progress Markers
    - - Allow the student to choose where they are most comfortable in the classroom. Maintain and enforce a seating arrangement.
      - If the seating arrangement must be changed, give the student a few days notice so they can mentally prepare themselves for a change in their routine.
    - - Intervention designed by a trained behavior analyst
      - Development of treatment goals that emphasize achieving greater independence for the student both now and in the future
      - Training for parents and caregivers so ABA can be continued in the home
      - Abundant positive reinforcement for desired behaviors
      - An absence of reinforcement for behaviors that impede learning or may lead to harm
    - - Try to have conversations about individual accommodations or extra tools in private.
      - Try not to bring extra attention to the student with ASD to avoid feelings of favouritism, pity, or jealously among their peers.
      - Try to normalize access to technology, use of signals, differentiated instruction or expression as to take the spotlight off of the student with special education needs.
- - - - Accomodations
        
        Systematic instructional approaches
        
        Touch cues are a tactile form of communication
        
        Child-guided approaches
        
        sign language presented in a tactual form
        
        Tangible representations
      - References
        
        Deaf-Blindness. (2013). Project Ideal. http://www.projectidealonline.org/v/deaf-blindness/
        
        Challenges of teaching the deaf-blind learner in an education setting in Johannesburg: Experiences of educators and assistant educators. (2020). Pmc. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7343947/
        
        21 Deaf Blindness. (2015). Granite State College. https://granite.pressbooks.pub/understanding-and-supporting-learners-with-disabilities/chapter/deaf-blindness/
      - Assistive technologies they can use
        
        hand-held magnifier
        
        Devices with refreshable Braille displays
        
        Alerting devices, to support communication, orientation and mobility, participation in content-area instruction, and life skills.
        
        Learning media assessment
        
        Cochlear Implantation
        
        Computer Adaptations
        
        Braille translation software: converts print into Braille and Braille into print
        
        Braille printer: connects to a computer and embosses Braille on paper
        
        Screen reader: converts text on a computer screen to audible speech
        
        Screen enlargement software: increases the size of text and images on a computer screen
        
        Refreshable Braille display: converts text on computer to Braille by an output device connect to the computer
      - Teaching Strategies
        
        Touch cues
        
        Object symbols
        
        Sign language
        
        Gestures
        
        Picture symbols
        
        Fingerspelling
        
        Signed English
        
        Braille
        
        American Sign Language
        
        Lip-reading speech
        
        Pidgin Signed English
        
        Tadoma method of speech reading
        
        Large print
- - - - use only captioned media
      - provide written materials for everything, preferably in advance
      - speak at a regular pace
      - learn some sign language
      - use lots of graphics, clear visuals :check:
    - - eliminate background noise
      - move the student to where they can lip read easily
      - make sure the student's stronger ear is in your direction
      - circle/horseshoe arrangement
      - wear a transparent mask, avoid covering your mouth
    - - provide extra time in exams
      - be flexible with deadlines
      - design assessments to take into account language ability
      - language focused lessons
- - - - Includes anxiety disorders, depression, bipolar disorder, conduct disorders, eating disorders, obsessive-compulsive disorder (OCD) and psychotic disorders such as schitozophrenia.
      - IDEA Definition: "Emotional disturbance means a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child’s educational performance: A) An inability to learn that cannot be explained by intellectual, sensory, or health factors. B) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers. C) Inappropriate types of behavior or feelings under normal circumstances. D) A general pervasive mood of unhappiness or depression. E) A tendency to develop physical symptoms or fears associated with personal or school problems. Emotional disturbance includes schizophrenia. The term does not apply to children who are socially maladjusted, unless it is determined that they have an emotional disturbance under paragraph (c)(4)(i) of this section."
        
        Accommodations
        
        Plan short review lessons or readiness activities to help orient the student to a particular learning task
        
        IEP plan should include accommodations that address the side effects of medication
        
        Follow low-interest activities with high interest activities so that students get breaks from difficult or less interesting activities
        
        Reduce the number of practice items that a student must complete once mastery is demonstrated
        
        IEP plan should include accommodations that address impairments in concentration and memory
        
        Break down assignments into smaller components
        
        Support the student's inclusion in the classroom, but allow for additional break time as needed
        
        Extend the amount of time that a student is given to complete a particular task
        
        Set clear behavioral rules and expectations for the entire class
        
        Encourage organization and routine
        
        Identify and reduce triggers in the classroom
        
        IEP plan should include accommodations that address behavioral unpredictability
        
        References
        
        https://www.youtube.com/watch?v=QpHWmmetOSc&ab_channel=MelanieRinehart
        
        Parette, Jr, H.P., Crowley, E.P., Wojcik, B.W. (2007). Reducing overload in students with learning and behavioral disorders: The role of assistive technology. TEACHING Exceptional Children Plus, 4(1) Article 4. Retrieved from https://files.eric.ed.gov/fulltext/EJ967467.pdf
        
        Lynch, M. (2018, May 27). Assistive technology to help students with behavioral disabilities succeed academically. The Advocate. Retrieved March 11, 2021, from https://www.theedadvocate.org/assistive-technology-to-help-students-with-behavioral-disabilities-succeed-academically/
        
        Küpper, L. (n.d.). Teaching students with emotional disturbances: 8 tips for teachers. National Dissemination for Children with Disabilities. Retrieved March 11, 2021, from http://www.myschoolpsychology.com/wp-content/uploads/2014/02/nichcy.org-Teaching_Students_with_Emotional_Disturbances_8_Tips_for_Teachers.pdf
        
        Individuals with Disabilities Education Act, 20 U.S.C. § 1400 (2004).
        
        Assistive technologies
        
        Software that allows students to self-graph their progress in regard to on-task behavior, social performance, and/or academic performance using visual data
        
        Handheld devices (e.g. iPads, tablets) that can assist by providing reminders, prompts, or simplified instructions such as the steps needed to be followed in order to complete an assignment
        
        Software that promotes social behavior such as digital Power Cards or Social Stories
        
        Apps that assist with stress management such as Stop, Breathe & Think
        
        Sensory management technology that monitors classroom noise such as the Talk Light device
        
        Text-to-speech software to lessen stress induced by reading
        
        Graphic organizer software to assist with the organization of thoughts, concepts, and ideas
        
        Voice recognition or talking word processing software to lessen stress induced by writing
        
        Self-monitoring devices such as vibrating watches to assist students with staying on task without direct teacher intervention
        
        Calculation software or specialized calculators to lessens stress induced by math by simplifying math problems into visuals, breaking down formulas, etc.
- - - - according to IDEA, "Concomitant impairments...the combination of which causes such severe educational needs that they cannot be accommodated in a special education program solely for one of the impairments."
      - Does not include deaf-blindness, which is its own category
      - The disabilities may be two of the 13 IDEA categories, or other disabilities.
        
        autism & orthopedic impairment
        
        epilepsy & speech impediment
        
        intellectual disability & blindness
      - https://www.youtube.com/watch?v=xKqN21OdsLQ
    - - Augmentative & Alternative Communication (AAC) devices supplement or replace speech and writing
      - Text-to-speech (TTS) tools allow students with visual impairments or reading difficulties to communicate
      - Hearing assistive tools may be used for hearing impaired students
      - Sip-and-Puff systems allow mobility-challenged students to control electronic devices with the mouth
      - Various math tools that help students visualize problems or record them via speech-recognition help in dyscalculia, as well as those with blindness and fine motor challenges
      - See assistive technologies in other categories for more examples that would apply for a student with multiple disabilities!
        
        References
        
        Snell, M. E. (2021). Severe and Education of individuals With Multiple Disabilities - Definition and Types of Severe and Multiple Disabilities. Students, Mental, Retardation, and Services - StateUniversity.Com. https://education.stateuniversity.com/pages/2415/Severe-Multiple-Disabilities-Education-individuals-With.html
        
        Staff, T. (2020, May 22). 15 Assistive Technology Tools & Resources For Students With Disabilities. TeachThought. https://www.teachthought.com/technology/15-assistive-technology-tools-resources-for-students-with-disabilities/
        
        SIP/PUFF Switch with Headset. (2021). Denver Regional Council of Governments. https://denverregion.co.networkofcare.org/veterans/assistive/detail.aspx?id=8400&cid=1084&cn=Pneumatic%20Switches&org=
        
        Teaching Students with Multiple Disabilities. (2021). Teaching Students with Visual Impairments. https://www.teachingvisuallyimpaired.com/students-with-multiple-disabilities.html
        
        Sec. 300.8 (c) (7). (2018, April 25). Individuals with Disabilities Education Act. https://sites.ed.gov/idea/regs/b/a/300.8/c/7
        
        Understanding “Multiple Disabilities” | A Guide to the IDEA. (2016, July 2). Special Education Guide. https://www.specialeducationguide.com/disability-profiles/multiple-disabilities/
        
        Rogers, W., & Johnson, N. (2018). Strategies to Include Students with Severe/Multiple Disabilities within the General Education Classroom. Physical Disabilities: Education and Related Services, 37(2), 1–12. https://doi.org/10.14434/pders.v37i2.24881
        
        The Condition of Education - Preprimary, Elementary, and Secondary Education - Elementary and Secondary Enrollment - Students With Disabilities - Indicator May (2020). (2020, April). National Center for Education Statistics. https://nces.ed.gov/programs/coe/indicator_cgg.asp
        
        Multiple Disabilities. (2013). Project IDEAL. http://www.projectidealonline.org/v/multiple-disabilities/
      - Personal handheld computers with a touch screen give students independence in assignments and communication
      - Alternative textbooks in audio, braille, etc. format to accommodate various needs
      - Micro-switches allow for simple responses to questions, both academic and social, for the motor-impaired
    - - Having personalized support staff on hand to assist students in learning content and helping with everyday tasks
      - Individualize instruction by adjusting curriculum to fit the student's needs and abilities
      - Embedded instruction gives students opportunities to learn and practice skills throughout the lesson of a general education classroom
      - Adjust the wait time between addressing questions and receiving responses
      - Peer tutoring has been shown to be beneficial for students with multiple disabilities--effort should be taken to make sure it is both-ways
      - Create a sensory station for those that need to minimize sensory distractions
      - Take frequent breaks after completing activities, to give students time to adjust and process information
      - See other categories for additional accommodation suggestions applicable to multiple disabilities!
      - The student may benefit from physical and/or occupational therapy.
    - - Having multiple disabilities may be caused by numerous factors, however it is most commonly a result of congenital conditions or accidents.
- - - - Augmentative communication devices are more advanced. These allow the child to communicate with others through voice synthesises.
      - Devices to access educational material can also assist. Students can make use of screen reading software as well as academic software packages for students with disabilities.
      - For communication assistance students can make use of something as simple as "Communication Boards", these have pictures, words, letters and symbols.
      - There are also apps that allow students who are unable to write to turn their words/thoughts into text and others that can assist students to read and speak, by highlighting each word as the student reads it.
      - School needs to ensure a safe environment by having wider hallways, installing lifts, ensure floors are never slippery, ramps and bathrooms are wheelchair friendly
        
        Classrooms need to be arranged to accommodate all learners. Have students who use walkers, canes and wheelchairs closer to the door/exit
        
        For transportation, ensure there are parking spaces close to the building
        
        Ensure theres enough space to move around for group activities. Making sure that students who needs specialised chairs or table get them.
        
        Be aware that special equipment might be needed for classes like PE, art and music
        
        Use the assistive technologies to help students with note taking etc and allow for extra time for students to complete assignments and tests as they may tire easily
        
        Support from other professionals:
        
        Physical Therapists to assist with student mobility
        
        Occupational Therapists
        
        Speech - Language therapist
        
        Psychologist
    - - Project Ideal. (2013). Orthopedic Impairment. Retrieved from http://www.projectidealonline.org/v/orthopedic-impairments/
      - Orthopedic Impairments | Special Ed. Info for Parents & Instructors. (2013, August 10). Special Education Guide. https://www.specialeducationguide.com/disability-profiles/orthopedic-impairments/
      - Young, G., & MacCormack, J. (2018, May 4). Assistive Technology for Students with Learning Disabilities. Retrieved from https://www.ldatschool.ca/assistive-technology/
      - Center for Parent Information & Resources. (2017, February 8). Supports, Modifications, and Accommodations for Students. Retrieved from https://www.parentcenterhub.org/accommodations/
- - - - Extra time
        
        Change oral task to written
    - - Auditory Processing Disorder
        
        Close the window/door
        
        Sit closer to teacher
        
        Written instruction/subtitles
        
        Rephrasing into simpler terms
    - - Dysgraphia
        
        Writing aids (pencil grips)
        
        Writing with lines/grids
        
        Typed response
        
        Voice-to-text input
        
        Extra time during written tasks
    - - Dyslexia
        
        Providing summaries & bold facing keywords
        
        More reading time
        
        Experience Dyslexia!
        http://geon.github.io/programming/2016/03/03/dsxyliea
        
        Text-to-speech
        
        Multimedia resource: video, graph, audio book
        
        A picture is worth 1000 words
        
        Bigger, clearer fonts
    - - Dyscalculia
        
        More time on tasks
        
        Allow the use of calculators
        
        Scaffold the process
        
        Extra support on fundamental math
        
        Supplemental activities with hands-on projects/computer simulations
- - - - Assistive technologies they can use
        
        Interactive metronome: clapping hand/ tapping feet. A computer tries to strength the brain-body connection by counting the milliseconds you take to clap/tap at the same time you hear the sound.
        
        "Small voice recorders on keychains or message recorders can be pre-recorded with reminder messages including appointments, telephone numbers, grocery lists, or prescription refills." (BrainLine, 2011)
        
        Gotalks transforms text into speech
        
        TASCAM DR-05X Portable Digital Recorder and Sony ICD-UX530 Series Voice Recorder audio recordings
        
        Dragon NaturallySpeaking and Co:Writer Universal transform speech into text
      - Other accomodations https://www.youtube.com/watch?v=lLhhmDPFiHk
        
        BIG printed calendars to have in mind the daily routine.
        
        Don't use analog watches or clocks at home/school. USE DIGITAL its easier to read.
        
        Cheklists. Make sure they know what they did or have to do next
        
        Labeling. This will help them remember what is what or what is inside of it.
        
        Color coding
- - - - There are different levels and types of visual impairment.
        
        Near Vision - individual has difficulty seeing things and reading in a range of 12 - 16 inches.
        Far Vision - allows the individual to perform visual tasks, but with less speed and accuracy. Students or individuals may also have difficulty distinguishing between colors and depth perception.
        
        Types of Visual impairment: There are a number of different types of visual impairment each with its own unique characteristics. For the purpose of this assignment we have only listed 6 types of visual impairment:
        
        Amblyopia - is also known as “Lazy eye.” It is a functional defect which is characterised by decreased vision in one or both eyes without detectable anatomic damage to the retina or visual pathways.
        
        Aniridia - is a congenital anomaly. It is commonly diagnosed by the incomplete formation of the iris.
        
        Anophthalmos - Also know as Anophthalmia is the absence of a true eyeball.
        
        Aphakia - The absence of the lens of the eye usually is due to surgery for cataract. In rare cases it is a part of the abnormally small eye.
        
        Achromatopsia - is a congenital defect. The individual has an inability to distinguish colors due to cone malformation and partial or total absence of cones. It is a hereditary condition that is non-progressive.
        
        Albinism - is a congenital defect. Characterized by a lack of pigment in the eyes, hair and skin. Usually associated with decreased visual acuity, nystagmus (rhythmic side-to-side eye movements) and photophobia (light sensitivity).
        
        References
        
        Waack, S. (2015, October 27). Hattie effect size list - 256 Influences Related To Achievement. VISIBLE LEARNING. https://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/
        
        Mandal, A. (2019, June 5). What is visual impairment? News-Medical.Net. https://www.news-medical.net/health/What-is-visual-impairment.aspx
        
        .
        
        1 more item...
        
        Heick, T. (2020, May 7). 13 Ways Education Could Change In The Next 13 Years. TeachThought. https://www.teachthought.com/the-future-of-learning/13-likely-realities-the-future-learning/
        
        Causes of Visual Impairment
        
        Visual impairment is caused due to multiple reasons. These could be damage to the eye/s, failure of the brain to receive and read the visual cues sent by the eyes. It can also be caused by trauma, brain and nerve disorders.
      - Teaching Strategies
        
        Classroom management: make sure the student is seated in the best possible position so that they can see the chalk board, projector, etc.
        
        Avoid glare from windows and mirrors, this may adversely affect the students sight.
        
        If they are using adaptive equipment ensure that the student or individual has sufficient space.
        
        Allow student extra time to complete assessments, worksheet and class tasks.
        
        Alternate visual learning, auditory learning and motor activities during teaching so that fatigue does not set in.
        
        Be sure to verbalize words and sentences when writing on the board and make to sure that the student understands or is able to see.
        
        Give clear and specific instructions and remain consistent with your class rules.
        
        Verbalise feedback to student when doing tasks and activities as non-verbal cues might be lost.
        
        Assisted technology
        
        Basic Visual Disabilities - Accessible calculator
        
        features from larger buttons and Braille displays to adjustable displays and speech output functions.
        
        Pocket magnifier - allows individuals or students to magnify reading materials. Some are illuminated, while others can be converted from handheld to a stand magnifier.
        
        Legally Blind - CCTV magnification systems allows blind or low vision individuals to project magnified images of any print material onto a video monitor or television screen using a hand-held or stand-mounted camera.
        
        Braille translation software -
        software that can convert any document into a Braille file that can then be sent to a personal reading device or Braille display.
        
        Screen readers - are a form of software that allow individuals with visual disabilities to read the text on a computer screen through a braille display or speech synthesizer.
      - Incidence
        
        Near or distance vision impairment globally affects 2.2 billion people. In most of these cases vision impairment could have been prevented or has yet to be addressed.
        The leading causes of vision impairment and blindness are uncorrected refractive errors and cataracts.
- - - - Phonological disorders
        
        Significant deficit in speech production or perception
        
        Hard to understand due to quality of pronunciation
        
        Apraxia of speech
      - Morphological disorders
        
        Difficulties with morphological inflections (inflections on nouns, verbs, and adjectives that signal different kinds of meanings)
      - Syntactic deficits
        
        Difficulty in acquiring the rules that govern word order and others aspects of grammar such as subject-verb agreement.
      - Semantic disorders
        
        Poor vocabulary development
        
        Inappropriate use of word meanings
        
        Inability to comprehend word definitions
      - Pragmatic difficulties
        
        Difficulty understanding and using language in social contexts
        Lack social cues such as making eye contact, introducing topics, respecting personal space, and requesting information.
    - - Articulation disorders
        
        Omissions: (bo for boat)
        
        Substitutions: (wabbit for rabbit)
        
        Distortions: (shlip for sip)
      - Fluency disorders
        
        Stuttering: rapid-fire repetitions of consonant or vowel sounds especially at the beginning of words, prolongations, hesitations, interjections, and complete verbal blocks
        Cluttering: excessively fast and jerky speech
      - Voice disorders
        
        Problems with quality of one’s voice resulting from disorders in the larynx.
        
        .Characterized by abnormal production and/or absences of vocal quality, pitch, loudness, resonance, and/or duration.
  - - - Experiment different ways of interactive communication
        and be mindful of students’ communication style
      - Use linguistic scaffolding techniques
      - Help students with word order and sequencing
      - Insert oral assignments and presentations in the classroom
      - Self-esteem boosting activities
      - Use technologies for language enhancement
      - Use sound discrimination exercises such as multi sensory activities like stomping syllables or color-coding different groups of phonemes. Other examples include: rhyming bingo and card games to match the same sounds.
      - Encouraging students to use their visual memory
  - - - Low tech
        
        Graphic organizer
        
        Adaptive Pen and paper
        
        Pictures, words, drawings, letters to communicate message
      - Mid tech
        
        Word prediction softwares
        
        Speech generating devices
        
        Audiobook
        
        Voice amplification
      - High tech
        
        Electronic devices and apps
        
        Portable word processor
        
        Speech to text
        
        Text to speech
        
        Smart board
        
        Keyboards
      - https://www.youtube.com/watch?v=mXj1Btf0qFw
- - - - Extra Exam Time
      - Sit towards front of classroom as to have an unobstructed line of vision.
      - Offer Alternative Assignments
      - Permit Use of Thesaurus/Dictionary During Exams
      - Allow Recording of Lessons
      - Provide Written Materials to Supplement Lectures
      - Give Information as Handouts
      - Repeat Clearly
      - Background Noise Minimized
    - - Communication Real-Time Translation
      - Voice to Text Software
      - Telecommunications Device for the Deaf
      - Teletypewriter
      - Captioning
      - Soundfield Systems
      - Personal FM Systems
- - - - distraction-free youtube; content blockers