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Cohort 11 Mind Map, Connection :, Traumatic Brain Injury (TBI) There are…

- - - - Dyslexia
        
        Assistive technologies:
        
        speech recognition software: user dictates and software converts it to text, e.g. Mac Dictation
        
        text-to-speech software: e.g. ebook platforms like MyON, Raz Kids
        
        mind-mapping and graphic organizers: people with dyslexia often have problems with organising the task, this can be helpful,
        
        spell checkers
        
        hand reading pens
        
        computer based learning programs, developed specifically for dyslexics
        
        audiobooks
        
        kinaesthetic tools to allow movement
        
        white noise or noise cancelling tools
        Source 1, Source 2, Source 3
        
        CONNECTION to Vision Impairments - similar technology applied
        
        Accommodations:
        Materials
        
        verbal / repeated instructions, audio format, larger print
        
        visual prompts, e.g. highlights, arrows
        
        assistive technologies
        
        modifying assignments
        
        alternative means of assessment (e.g. recorded tests)
        
        using audiobooks or text reading & processing software
        Response
        
        allowing student to present their knowledge in alternative way
        
        help with note taking
        Setting
        
        individual / small / flexible groups
        
        reducing distractions, e.g. separate room
        
        changing furniture arrangement
        Timing
        
        extra time to complete tasks
        
        more frequent breaks
        
        changing order of tasks
        
        flexible scheduling
        Source 1, Source 2
      - Dysgraphia
        Felipe Gaviria
        
        Accomodations
        
        Writing in cursive: to help them flow better while writing and avoid space issues.
        
        Reduce writing times: promote other formats of learning and assessments.
        
        Extended time: to help them accomplish tasks with less stress going at a comfortable pace.
        
        Larger spaces to write: to help them produce the shapes and letters more easily.
        
        Graph paper: help kids have a reference for spacing and forming letters properly.
        
        Preferred pencil/pen: students will be more comfortable with them to reduce fatigue.
        
        Assistive technologies:
        
        Word processors: this helps kids to type instead of writing e.g. Ms Word, Google Docs, Lotus 123,
        
        Voice to print software: this allow kids to speak and print assingments, assessments, answers.
        
        Advaced organizers: using keywords, they sort the main ideas instead of writing them.
        
        Draft to edit tools and technologies: help the kids edit main ideas from a draft provided.
        
        Special papers: Paper with raised lines to help FEEL when they're writing.
        
        Special grips: for pen/pencils to help students reduce fatigue.
    - - Strategies for struggling students
        
        Accommodations :silhouettes: Source
        
        Speech and Language Pathologist (SLP) services
        
        Insert oral presentations into classrooms
        
        Encourage meaningful discussions in small groups
        
        Unaided communication systems (ie: hand gestures/body language/sign language)
        
        Use 'speaker's tokens' in the classroom
        
        Use sound discrimination exercises
        
        Assistive Technology (AT) :check: Source
        
        Augmentative and Alternative Communication (AAC) System
        
        Low tech AAC
        
        picture boards
        
        pointers
        
        pens and paper
        
        High tech AAC
        
        keyboards and touch screens
        
        text-to-speech (TTS) computer software
        
        CONNECTION to vision impairments
        
        CONNECTION to dyslexia
        
        1 more item...
        
        speech generating devices
        
        smartphone applications
        
        electronic communication boards
        
        Electronic Fluency Devices
        
        Delayed Auditory Feedback (DAF)
        
        Frequency Altered Feedback (FAF)
      - Incidence: 19% of children aged 3-21 served under IDEA (NCES, 2021)
    - - ACCOMMODATIONS
      - ASSISTIVE TECHNOLOGIES
      - Incidence 6% of children 3-21 served under IDEA( NCES, 2021)
    - - References
        (Sec. 300.8 (c) (4) Individuals with Disabilities Education Act, 1975) https://sites.ed.gov/idea/regs/b/a/300.8/c/4
        Samuels, C.A. (2018), Students with Emotional Disabilities: Facts About This Vulnerable Population, Education Week, Date Published: May 28, 2021 Date Accessed: November 8, 2021 https://www.edweek.org/leadership/students-with-emotional-disabilities-facts-about-this-vulnerable-population/2018/03
      - Incidence
        Among students between the ages of 6 and 21 within the United States, approximately 6% are identified as having an emotional disturbance. Of those diagnosed, 52% range in age between 13 and 17 years old. (Samuels, C.A, 2018)
        
        Assistive Technologies
        Speech recognition software
        Stop watches
        Hand-held counters
        Visual/Auditory prompts
        Self-graphing
        Power Cards
        
        Accommodation
        Reward positive behavior
        Give simple and clear instructions
        Allow for mini-breaks
        Demonstrate fair and equitable treatment
        Use motivational strategies
        Follow behavior contracts
        Create a "calm-down" area
        Provide fidget items
  - - - Diana Reichenbach
      - Orthopedic Impairment is a very diverse category as it covers everything that interferes with the normal functioning of muscles and bones. As it is a disability affecting movement, sufferers usually do not have any cognitive or learning issues. Therefore the assistive technologies are usually accommodations revolving around access to learning. :
        
        Accommodations may involve seating arrangements, instruction for development of motor skills, and understanding of other medical conditions e.g tiring easily.
        
        Assistive technologies to help with orthopedic impairments include:
        
        communication devices – talk to text, speech recognition software, and screen reading software mobility devices – canes, walkers, wheelchairs, specialized desks and tables. motor skill technologies- low tech: alternative grip tools designed to be easier to use due to differing weights, sizes and types; book stands and slant boards help keep paper in place for writing and books open on particular pages. They are portable and easy to use; high tech: e-books and iPads enable children to change pages or apps easily, magnify print or read aloud, all with the touch of a finger.
        
        Connection
    - - Assistive Technologies:
        Of all the accommodations for visual impairments, there are three central assistive technologies that can best support visual impairments
        
        Text to speech: Using Text-To-Speech Assistive Technology
        
        Braille: The primary assistive technology for those with visual impairments is braille. Although difficult, this can be an extremely beneficial resource for students to promote learning and engagement.
        
        Various writing materials [bold marker, mechanical pencils], raised line paper. (Williings, 2016)
        
        (An example of Raised Line Paper from Amazon)
        
        CONNECTION
      - Accommodations
        
        Changes in the medium (braille, large print, audio clips, text to speech, oral testing/scribing) (Willings, 2016)
        
        A video about using braille in the classroom and adapting activities: Visual Impairment Strategies
        
        Changes to present materials: (copies of projected material, verbalizing information as it is written, slant-board usage, eye-level screens to avoid glare, recordings of lectures, dark worksheets, reading guide, plain and high contrast backgrounds) (Willings, 2016)
        
        Time requirements (time considerations for students reading/writing, consideration for eye fatigue/low scanning speed) (Willings, 2016)
        
        Changes in the way students demonstrate learning (avoid visual scanning, avoid clutter, abbreviated homework assignments, shorter writing assignments) (Willings, 2016)
        
        Changes in Setting (preferential seating, permission to move to see information) (avoid glare from lights, consider light filters, avoid extra noise, close doors fully, eliminate clutter, place materials in consistent patents, combination locks) (Willings, 2016)
        
        (This is an example of what glare can look like in the wrong seating) Creator: DGL Images. Credit: Getty Images/Stock Photo
      - Visual Impairments can include any difficulty in vision that can impede the learning environment (AFB, 2021). Students that require assistance and accommodation due to a visual impairment can be require a large variety of different services (AFB, 2021). The main accommodations focus on the presentation of materials, orientation in the learning space, adjusting time requirements, and understanding assessment. Students need opportunities to understand how they can succeed, even though they have an impairment. Students will need very different accommodations based on the stage or level of their impairment. Teachers may need to be creative in implementing resources.
      - Resources
    - - Definition:
        “Other health impairment" means having limited strength, vitality or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment that is due to chronic or acute health problems such as asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, Tourette’s Syndrome, and sickle cell anemia; and adversely affects a child's educational performance.
      - Accommodations:
        Notetakers.
        Recorded class sessions or meetings.
        Flexible attendance requirements.
        Extended exam time.
        Alternative testing arrangements.
        Assignments available in electronic format.
        The use of electronic mail for supervisor- and instructor-student meetings and for class or small group discussions.
        Environments that minimize fatigue and injury.
        An ergonomic workstation with adjustable keyboard trays, monitor risers, glare guards, foot rests, adjustable chairs, and/or anti-fatigue matting.
        Speech recognition computer input devices, ergonomic keyboards, one-handed keyboards, expanded keyboards, or miniature keyboards.
      - References
        Chapter 11 -Other Health Impairments Definition under IDEA of Other Health Impairments. (n.d.). http://aasep.org/fileadmin/user_upload/Protected_Directory/BCSE_Course_Files/Course_5/Chapter-11-Special_Education_Eligibility.pdf
        Health Impairments | DO-IT. (n.d.). Www.washington.edu. https://www.washington.edu/doit/health-impairments
        Morin, A. (n.d.). 8 examples of assistive technology and adaptive tools. Https://Www.understood.org/Articles/En/8-Examples-of-Assistive-Technology-Adaptive-Tools. https://www.understood.org/articles/en/8-examples-of-assistive-technology-adaptive-tools
        OTHER HEALTH IMPAIRMENT. (n.d.). Retrieved December 16, 2019, from https://arksped.k12.ar.us/rules_regs_08/3.%20SPED%20ELIGIBILITY%20CRITERIA%20AND%20PROGRAM%20GUIDELINES%20FOR%20CHILDREN/PART%20I%20ELIGIBILITY%20CRITERIA%20AGES%205-21/H.%20OTHER%20HEALTH%20IMPAIRMENT.pdf
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      - https://www.youtube.com/watch?v=ZxqvwSOQg8Y
      - Assistive technology:
        Audio players
        Timers
        Reading guides
        Seat cushions
        Calculators
        Writing supports
        Graphic organizers
    - - Assistive technology:
        
        Speech programs
        
        communicators
        
        Timers
        
        Computer Keyboards
        
        Switch adapted learning toys
        
        iPad Accessibility Tools
        : Source
      - Accommodations:
        presentation: Provide on audio tape Provide in large print Reduce number of items per page or line Provide a designated reader Present instructions orally Response: Allow for verbal responses Allow for answers to be dictated to a scribe Allow the use of recorder to capture response Timing: Allow frequent break Extend allotted time for a test Setting: Provide preferential seating Provide a special lighting Provide a space with minimal distractions Administer a test in small group and private room
        : source:
      - Multiple Disabilities is the simultaneous occurrence of two or more disabling conditions that affect learning !
    - - Kids with a diagnosis of deafness are those who can’t hear most or all sounds, even with a hearing aid.
      - Accommodations:
        note taking support - assistance of a note taker so that the student can fully attend to instruction
        provide sign-language communication
        reduce visual distractions
        use priority seating to facilitate lip reading
        regular speech, language, and auditory training from a specialist
        services of an interpreter for those students who use sign language
        use of print on palm or Tadoma
      - Assistive technology:
        Text-to-speech assistive technology
        amplification systems
        text telephones
        frequency modulation and loop systems
        alerting devices
        captioning services and sign language interpretation
    - - Assistive Technology
        Personal FM system
        Sound field amplification system
        Voice to text software programs
        CART Communication Real-Time Translation
        Closed captions on all visuals
        Audio-visualsFM Systems
      - Accommodations
        Placing students in a U shape
        Multi-sensory approach to learn new words and concepts. (e.g. sight, taste, smell, touch)
        Modelling tasks visually and using hands on adjustment techniques to aid body awareness for the child.
        Direct line of sight when teacher is speaking and close to student when possible.
        Visuals (e.g. pictures, words) can be used to help understanding and use of language where appropriate.
        Using books and stories to aid language development.
        Improving articulation of specific speech sounds within words.
        Developing alternative ways of communicating (e.g. sign language or specific hand signals when needed)
    - - :information_source: Overview
        Deaf-blindness is a rare condition affecting less than 0.03% of people, in which an individual has combined hearing and vision loss, thus limiting access to both auditory and visual information, but in most cases, this doesn't refer to a total inability to see or hear, just a combination of hearing and visual losses that cause severe communication and other developmental and educational needs that can't be accommodated in other programs. Often these students require highly individualized learning plans in order to succeed (NCDB, 2021).
      - :handshake: Accommodations
        :heavy_check_mark: Working with an Intervener - a tactile (hand touching) sign language interpreter who works under the direction of the classroom teacher
        :heavy_check_mark: Positioning the student in the optimal location to take advantage of their hearing and seeing abilities
        :heavy_check_mark: Using Hand-under-hand Techniques and Touch Signals in which the teacher guides the student's hands
        :heavy_check_mark: Creating Active Learning Spaces that allow the students to explore and learn through touch and motion
        :heavy_check_mark: Consistent and Predictable Schedules and Routines
      - :desktop_computer: Assistive Technology
        :heavy_check_mark: Slant and Picture boards
        :heavy_check_mark: Braille Materials and other Tactile Manipulatives
        :heavy_check_mark: Amplification Systems (Headphones, Hearing aids)
        :heavy_check_mark: Magnification Tools (Glasses, Magnification sheets, Zoom features)
      - :orange_book: Reference
        The National Center on Deaf-Blindness. (2021). Educational Practices. https://www.nationaldb.org/info-center/educational-practices/
    - - Autism
        
        Autism, or autism spectrum disorder (ASD), refers to a broad range of conditions characterized by challenges with social skills, repetitive behaviors, speech and nonverbal communication.
        
        Assistive Technology
        
        For communication : Tools such as picture boards and picture cards. Speech generating apps like Proloquo2Go , TouchChat HD.
        
        For learning : For handling sensory issues use tools such as stress balls, worry beads, watches with alarms, sound-blocking headphones, and Mind mapping software like Lucidchart.
        
        For executive functioning : Color-coded schedules, and visual reminders, Audiobooks and speech to text software like LiveScribe and Dragon Home.
        
        For social skills and communication : Social stories, social skills games and social skill cards, Model Me Kids and The Social Express are a social skills tool. Kiwi, a “socially assistive robot” and Human-shaped robots to help develop social skills.
        
        For sensory challenges : use of trampolines, swings, brushes, balls, and similar tools help over-responsive sensory systems become less sensitive.Apps are commonly used for sensory "breaks."Brainworks, Miracle Modus, and Heatpad.
        
        For safety : Tags, and cards, ID bracelets and tracking devices to maintain safety. Alert Me Bands, AWAARE: Autism Wandering Awareness Alerts Response and Education Collaboration and Project Lifesaver International.
        
        References
        Lisa Jo Rudy (February 07, 2021) Assistive Technology for Autism.https://www.verywellhealth.com/assistive-technology-for-autism-5076159
        
        Accommodations for Autistic Students
        
        Low-distraction work areas
        
        Printed schedules of activities & events
        
        Visual cues for common requests
        
        Earplugs
        
        Sensory retreat spaces
        
        Exercise breaks
        
        Classroom aides
        
        Communication strategies and social routines
        
        A quiet area
        
        Use of technology.
        Reference
        Elemy C.(October 20,2021) 7 Helpful Accommodations for Autistic Students. https://www.elemy.com/studio/autism-and-education/accommodations
    - - Accommodations:
        
        Additional time to complete work or tests
        
        Giving extra or extended breaks
        
        Grading the quality of work over the quantity of work
        
        Providing the student with the instructor’s (or detailed) notes
        
        Allowing the student to record classroom instruction for later playback
        
        Providing clear oral and written instructions
        
        Reducing emphasis on spelling and grammatical errors (unless it is the purpose of the assignment)
        
        Seat the student at the front of the classroom or near the teacher
        
        Not requiring the student to read aloud or present material in front of classmates
        
        Allowing oral examinations
        
        Assessing knowledge using multiple-choice questions
        (Children & brain injury: Impact on education, n.d.).
      - Assistive Technologies
        (categorised according to effected skills):
        Reading/decoding difficulties:
        
        Text-to-speech,
        
        Electronic books,
        
        Books adapted for page turning
        
        Single word scanners,
        
        Predictable texts,
        
        Tabs,
        
        Talking electronic devices/software, - Speech software (Ahmad, 2015).
        
        Writing (mechanical or organizational difficulties):
        
        Talking word processors,
        
        Graphic organizers,
        
        Speech
        
        recognition software (Parette, Crowley, & Wojcik, 2007).
        
        Pen/Pencil grips,
        
        Templates,
        
        Word card/book/wall, software,
        
        Spelling/Grammar checker,
        
        Adapted papers (Ahmad, 2015).
        
        Math:
        
        Calculators,
        
        Talking Clocks,
        
        Enlarged Worksheets,
        
        Voice Output Measuring Devices,
        
        Scientiﬁc - Calculators (Ahmad, 2015).
        
        Self-monitoring (impulse control, disinhibition):
        
        Stopwatches,
        
        Handheld counters,
        
        Computer devices (Parette, Crowley, & Wojcik, 2007).
        
        Behavior management
        
        Self-graphing devices (Parette, Crowley, & Wojcik, 2007)