Individuals with Disabilities Education Act
Traumatic Brain Injury, a low incidence learning disability that is hard to measure accurately due to challenges diagnosing it
Affective Changes
Learning Difficulties
Depression
Irritability
Anxiety
Mood changes
Trouble following a conversation
Difficulty understanding non-spoken cues
Impaired attention span
Lethargy and changes to consciousness
Beneficial Assistive Technologies
Planner to organize daily or weekly tasks
Medications for mood or attention
Pop-its or other low-technology stress-relieving toys
Smart boards or electronic instruction mediums that offer learning through several senses
Computers in the classroom to assist with task planning, calculations, etc.
Voice recorders with reminders for tasks or learning materials
Impaired speech, hearing, vision, or other senses depending on the region of the brain affected
Difficulty remembering things
Troubles with reading, writing, or other areas affected by the brain injury
✏ Specific Learning Disability is a disability that interferes with a student's ability to listen, think, speak, write, spell, or do mathematical calculations. It may have difficulty reading, writing, or math.
❗ High Incidence Learning Disability
33% of all students receiving special education services reported having a specific learning disability
The category of disability with the highest reported percentage of students receiving special education services under IDEA in the 2019-20 school year was "Specific Learning Disabilities"
3 Types of Specific Learning Disability
Dysgraphia a specific learning disability in writing 
Dyscalculia a specific learning disability in mathematics
Dyslexia a specific learning disability in reading
⚠ Signs of Learning Difficulties
Problems with math
Problems reading and/or writing
Poor memory
Problems paying attention
Trouble following directions
Trouble telling time
Problems staying organized
Problems understanding words or concepts
Easily distracted
✅ Assistive Technologies
Large print materials to recognize better
Text to speech / Speech to text
Visual aids to help them understand better with words or numbers
Educational gaming applications for smart phone, tablet PC
Magnifier
Smartphones and tablets that have built-in accessibility, for example, changing font and display sizes, speech to text, etc.
Audio books & ebooks that can provide recording files to listen
The percentage of students received special education services under IDEA in school year 2019–20
High Incidence
- 33% specific learning disabilities
- 19% speech or language impairments
- 15% percent had other health impairments
- 11% autism
Low Incidence
- 7% developmental delays
- 6% intellectual disabilities
- 5% emotional disturbances
- below 2% multiple disabilities, hearing impairments, orthopedic impairments, visual impairments, traumatic brain injuries, and deaf-blindness
Reference: Percentages of Learning Disabilities
Multiple Disabilities are severe to profound developmental issues and/or a combination of sensorial, intellectual and motor disabilities
Common traits
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Low Incidence ⭐
This was recorded during the 2016-2017 school year and students were aged 3-21
According to the NCES 2% of all students who sought special education services have multiple disabilities.
Hampered speech & communication skills
Challenges with mobility & need for assistance
Seizures
Visual & hearing impairments
Assistive technologies :
Educational challenges ⚠
Finding a setting suitable to student's intelligence level
Ability to effectively communicate with others
Capability to function in the classroon
Assessing and compensating for visual or hearing impairments
Line Bar Magnifier to help make reading easier
iPads or E-Tablets
Big keys keyboard for PCs to make it easier to type
Smart boards
Writing support software (i.e Clicker)
Sensory learning kit to assist students with visual impairments
Comfort Items to help relieve stress
🔕 Hearing impairment is hearing loss, which could be permanent or occasional, that affects a learner's educational performance, but does not meet the criteria for full deafness. 14.9% of children in the US, ages 3-19 years are diagnosed with low- or high-frequency hearing loss.
💻Assistive Technologies
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Sound Field System transmits the teacher’s microphone to speakers in the classroom.
Text captions on audio content for easier lesson comprehension
Teaching Strategies 👩🏿🏫
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💺 Seat learners close to the teacher
Speak clearly with a natural pace. Do not shout 🗣
Face the class while speaking 👨🏾🏫
👌🏾 Establish class cues with the student to determine comprehension of lessons.
Provide text of audio content 📰
Advanced electronical handouts via Moodle or eLearning. 🖥
🎥 Use visual aids like, captioned videos or diagrams, when presenting content.
Telecommunications Device (TDD) allows text communication.
“Assistive learning devices” helps to amplify targeted sounds to decrease noisy backgrounds
Learning Difficulties 👥
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Speech impairment- Speech may not be clear, which makes it difficult to communicate
Academic Achievement - difficulty with all academic subjects especially reading and math.
Social Functioning - often report feeling isolated, unhappy and without friends.
Detecting Hearing Impairment 🚩
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Looks at teacher's face vs the book when listening to a story.
Responds to only some sounds.
Speech is delayed.
Speech is not clear
Does not follow directions well.
Turns the TV or video volume up too high.
By: Brittni Robertson
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ipads and tablets
By: Joseph Schmidt
Speech & Language Disabilities: includes stuttering, impaired articulation, language or voice impairment
Dom
Incidence: 14% of all public school students are receiving special education under the IDEA for which Speech & language disabilities are the second largest category at 19% which classify this as high incidence. (https://nces.ed.gov/programs/coe/indicator/cgg)
Assistive Technologies fall into three main groups: 1) Unaided communication systems which use a person’s body to convey messages and include sign language. 2) Low-tech support that doesn’t require electricity such as pen and paper and picture boards. 3) High-tech which entails aid that requires electricity such as devices or software.
(https://guides.library.illinois.edu/c.php?g=613892&p=4265891). Here too is a link from the two interviews I did on struggling students. There is information regarding differentiated learning strategies: https://drive.google.com/file/d/1GHeTn-BMTaOgqrvt60OOKVnSy6KoUtHy/view?usp=sharing You may also find a sample flowchart for how to identify and action struggling students that I created in the following link: https://drive.google.com/file/d/1AMiXdht2sg4pTXKfONJPKz4u6mZxbK7A/view?usp=sharing[)
Four main areas where the disabilities occur: Articulation, fluency, voice, and language (https://www.parentcenterhub.org/speechlanguage/)
Lily Jung
Deafness is a severe form of hearing impairment which refers to having little to no functional hearing.
Deafness has a very low incidence within the population with .22% of the US population being affected. Half of whom are over the age of 65.
Assistive technologies
Deaf-Blindness David Carey
Deafblindness is a combination of sight and hearing loss that affects a person's ability to communicate, access information and get around. It's also sometimes called "dual sensory loss" or "multi-sensory impairment".
As of December 2019 there were 10,627 children afected by deafblindness.
(https://www.nationaldb.org/products/national-child-count/report-2019/demographics/)
Daniel Marino-Meehan
Autism Spectrum Disorder
is a group of developmental disabilities caused by differences in the brain which can cause social, behavioral and communication difficulties. Diagnoses include autistic disorder, Asperger syndrome and pervasive developmental disorder not otherwise specified (PPD-NOS)
11% of students receiving special needs services are reported as having ASD.
Assistive Technologies
Because students with Autism can present
challenges in many ways, there are a large
range of potential high and low tech assistive
technologies that may help each student.
Executive Functioning
Communication
Many students with Autism are also non-verbal, and most struggle with social communication.
Sensory Challenges
Picture boards and picture cards
Symptoms Autism is a spectrum and as such, each child or adult with autism may exhibit different strengths and challenges.
iPads and Tablets
written planners
color-coded schedules
visual reminders
Manipulatives
Cuisenaire rods
alphabet blocks
Tools to calm nervous system
Tools to regulate sensory system
swings
brushes
trampolines
balls
ball pits
weighted blankets
tinted glasses
Prefer not being held or cuddled, or only when they want to.
Appearing unaware when spoken to, but responding to other sounds.
Difficulty understanding others feelings or talking about their own.
Being interested in people, but unable to interact or relate with them.
Avoiding eye contact or not looking at objects when talking about them or when others point them out.
Repetition of words and actions
Have difficulty adapting to changes
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Augmentative and alternative communication (AAC) like Proloque2Go and GoTalks
By Mason Khan
References
Kansas State Department of Education. (2020, June). FACT SHEET: Multiple Disabilities.
https://www.ksde.org/Portals/0/ECSETS/FactSheets/FactSheet-SpEd-MD.pdf
Logsdon, A. (2021, August 6th). Students With Multiple Disabilities. verywellfamily.com
https://www.verywellfamily.com/what-are-multiple-disabilities-2162512
Perkins School for the Blind. (2013, September 26). Helping Your Child with Multiple Disabilities Engage with the World Around Them [Video]. YouTube.
Perkins School for the Blind. (2016, October 12). Strategies for Assessing and Teaching Students with Visual and Multiple Disabilities [Video]. YouTube.
Project IDEAL. (n.d.). The Special Education Referral Process. projectidealonline.org. http://www.projectidealonline.org/v/multiple-disabilities/
Prezi. (2014, January 17). Assistive Technology for Students with Multiple Disabilities. prezi.com. https://prezi.com/npdkonjvowef/assistive-technology-for-students-with-multiple-disabilities/
Stasolla, F. (2015, January 24). Assistive Technology for Children with Multiple Disabilities. clinmedjournals.org. https://clinmedjournals.org/articles/ijpp/ijpp-1-001e.php?jid=ijpp
Orthopedic Impariment
Low Incidence
By: Gourav Biswas
Orthopedic Impairments represent approximately 1.0 % of all students having a classification in special education
Challenges
Categories
Teaching Strategies
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Seating arrangements to ensure the student is comfortable
Ensuring access and training with assistive technology devices as needed
An Individual Education Plan (IEP) can assert that a student’s schedule should be arranged to eliminate excessive walking back and forth.
Encourage participation at all times
Always presume competence
Encourage independence where possible
Assume your child can learn!
Considering the diversity in conditions that are embodied by the orthopedic impairments category, educational challenges will differ case by case, and the strategies used in each case should focus on a student’s unique needs. Possible academic barriers include:
Non-accessible transportation
Trouble maneuvering around the classroom
Difficulty navigating school hallways
Earning mandated physical education credit
Communicating effectively
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Assisstive Technology
Wheelchair
Access to elevator
Canes/Walkers
Ensure school staff have awareness of medical condition and its affect on the student (such as getting tired quickly)
Cerebral Palsy (CP) affects the largest group of
students with orthopedic impairments in public schools
Visual Impairment Including Blindness
Denise Blakely
Categorized as having trouble with vision even with the assistance of glasses or contact lenses all the way to zero sight.
Low Incidence: 3% of children aged 0-17 are blind or visually impaired in the United States.
Assistive Technologies
Types of Visual Impairment
Loss of central vision
Loss of peripheral vision
Blurred vision
Generalized haze
Extreme light sensitivity
Night blindness
Blindness
Total: 559,943
Female: 275,184
Male: 284,759
11/2021 Cohort 7
2% attend multiple disability progams
6% attend rehabilitation programs
8% attend residential schools for the blind
84% attend state public schools
Low Tech
High Tech
Text to speech apps or software
Screen readers
Web browser extensions
Audio books
Video/Screen magnifiers
Braille watches
Braille printers
Refresh-able Braille displays
Computer magnifying software
NVDA Software
Tablets/iPads
Smartphones
Abacus
Braille labels
Raised line paper
Braille handwritng
Handheld Magnifiers
Large and/or bold print
Reusable writing templates for spacial orientation
Accommodations
Medium use
Way the materials are presented
Time requirements
Way student must demonstrate learning
Setting
Environment
Use of assistive technology
References
NV Access. (2021). About NVDA. Retrieved December 11, 202, From https://www.nvaccess.org/about-nvda/
School Experience for Children and Youth with Vision Loss. (n.d.). American Foundation for the Blind. Retrieved December 11, 2021, From https://www.afb.org/research-and-initiatives/statistics/statistics-blind-children/school-experience#educational16
University of Colorado School of Medicine. (2011, December 11). Low Tech Devices for People with Visual Impairments. file:///Users/d.k.b./Downloads/Low-TechDevicesforPeoplewithVisualImpairments.pdf
Vision Health Initiative. (2021, September 28). Centers for Disease Control and Prevention. Retrieved December 11, 2021, From https://www.cdc.gov/visionhealth/index.htm
Willings, C. (2016, March13). Accommodations and Modifications.Teaching Students with Visual Impairments. https://www.teachingvisuallyimpaired.com/accommodations--modifications.html
Low tech
High Tech
Use of muted colors allow for reduced eye strain on deaf students who rely on signing for communication.
In class sign language interpreters who help to facilitate communication and access to curriculum for the deaf student. Please note this interpreter also aids in the communication with classmates who are hearing, which helps the deaf's child social emotional development.
'U' shaped or circular desk layout allow for optimal visual input for deaf students and allow for visual communication. This is important for deaf students to read lips, see facial cues and body language.
90 % of deaf children are born to hearing parents. Deafness is often detectable early within children due to delayed speech and trouble communicating.
Educational challenges
Deaf children in many ways mirror ESL students, in that their first language is a sign language. Sign language is its own language with many varieties throughout the world and vary greatly between deaf communities. Sign languages have their own grammar, syntax and vocabulary which almost never mirrors the spoken language where the deaf child resides.
Certain deaf communities may have very little educational material in a child's first language. ASL may be more widespread. However, say a child's first language is Pakistani sign language, the materials may be very few.
Lack of trained professionals to work with children
Software like SLAIT allows for real time ASL to English interpreting when an interpreter is not available.
Cochlear implants(CI) are growing in popularity, but are very controversial in the deaf community. The implant allows a person to perceive sound through a process of converting sound to electrical signals which are then sent to the brain via a device implanted into the patient. CIs are NOT hearing aids and do not restore normal hearing. However, it does allow for speech.
Deafness by Victor M. Morales
Closed Captioning is a very commonly used assistive technology and can be used for media in the classroom. It is possibly one of the most widely available.
Many of these educational challenges lead to the child feeling isolated. Isolation can lead to further social emotional challenges for the student
Interpretype are special computers with software which allows for direct communication between hearing and deaf people. Interpretype allows for face-to-face text messaging, speech to text communication, and long distance communication outside of the classroom.
Teaching strategies
Make sure you always speak while facing the student. Do not speak while facing the blackboard. This is especially important for students who rely on lip reading.
Make good use of assistive technologies and interpreters.
Allow students to record lectures and lessons.
Make lecture notes and PowerPoints available to the student. This is important for students using assistive technologies and interpreters, as it is difficult to watch your interpreter, follow lecture material presented visually, and take notes.
This difference in language severely inhibits a student's literacy level.
Sources:
Gallaudet University and Clerc Center. (2020). Assistive Technology. Gaullaudet. Retrieved December 11, 2021, from https://clerccenter.gallaudet.edu/national-resources/info/info-to-go/assistive-technology.html
Inclusive Teaching: Deaf and Hard of Hearing. (2021, January 1). (Retrieved December 11, 2021,) from https://www.adcet.edu.au/inclusive-teaching/specific-disabilities/deaf-hearing-impaired
Vox. (2016, March 2). How architecture changes for the Deaf. (Retrieved December 11, 2021,)YouTube. https://www.youtube. com/watch?v=FNGp1aviGvE&t=217s
Cochlear implant: MedlinePlus Medical Encyclopedia. (2015). Medlineplus.gov. https://medlineplus.gov/ency/article/007203.htm
S L A I T. Real-time Sign Language Translator with AI.聽(n.d.). Slait.ai. Retrieved December 11, 2021, from https://slait.ai/#usecases
Demographics. (n.d.). Gallaudet University. https://www.gallaudet.edu/office-of-international-affairs/demographics/deaf-employment-reports/
References:
Frye, D. (2021, September 7). What is dyscalculia? math learning disability overview. ADDitude. Retrieved December 8, 2021, from https://www.additudemag.com/what-is-dyscalculia-overview-and-symptom-breakdown/.
Morsanyi, K. (2019, January 24). Dyscalculia: 'maths dyslexia' or why so many children struggle with numbers. The Conversation. Retrieved December 9, 2021, from https://theconversation.com/dyscalculia-maths-dyslexia-or-why-so-many-children-struggle-with-numbers-104655.
Sandman-Hurley, K. (2013, July 16). What is dyslexia? - YouTube. Ted-ed. Retrieved December 9, 2021, from .
Stanberry, K., & Raskind, M. H. (2019, September 26). Assistive technology for kids with learning disabilities: An overview. Reading Rockets. Retrieved December 8, 2021, from https://www.readingrockets.org/article/assistive-technology-kids-learning-disabilities-overview#:~:text=What%20is%20assistive%20technology%20for,AT%20for%20individuals%20with%20LD.
Students with Disabilities. National Center for Education Statistics. (2021, May). Retrieved December 9, 2021, from https://nces.ed.gov/programs/coe/indicator/cgg.
U.S. Department of Health and Human Services. (2018, September 9). What are some signs of learning disabilities? Eunice Kennedy Shriver National Institute of Child Health and Human Development. Retrieved December 8, 2021, from https://www.nichd.nih.gov/health/topics/learning/conditioninfo/signs.
What is a specific learning disability? Churchill Center & School National Leader in Learning Disabilities. (2017, February 17). Retrieved December 8, 2021, from https://www.churchillstl.org/learning-disability-resources/specific-learning-disabilities/#:~:text=A%20specific%20learning%20disability%20in%20reading%2C%20also%20known%20as%20dyslexia,mathematics%2C%20also%20known%20as%20dyscalculia.
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Intellectual Disability
By Marybell Wei
Data
1% of the total population
7% among all special education students ⭐Low Incidence
425,000 (ages 3-21) cases in US public schools
Problems in two areas
Intellectual functioning (IQ<70):
learning, problem solving, judgement
Adaptive functioning:
daily life, communication and independence
conceptual
social
practical
3 categories: mild, moderate and severe
Causes
genetic
or external reasons
(e.g. exposure to toxins)
Signs of intellectual disability
Sit up, crawl, or walk later than other children
Learn to talk later, or have trouble speaking
Find it hard to remember things
Not understand how to pay for things
Have trouble understanding social rules
Have trouble seeing the consequences of their actions
Have trouble solving problems
Have trouble thinking logically
Teaching strategies
Be as concrete as possible
Go step by step
Give immediate feedback
Help the student learn life skills
Address the social aspects of the school
Communicate with your student’s parents
Assistive Technologies Click to read about the source 🚩
Audible: audio content for a massive library
Co:writer Universal: helps boost writing, style and grammar
VisionBoard KeyBoar: esay typing
Spanish Talking Calculator
Ginger: words definition and spelling, helps writing
PXC 550 Wireless: headphones reducing noises and distraction
Inspiration: graphic organizer
Click to link to the source
Assistive Technologies echo with differentiated instructions proposed by Tomlinson and Eidson (2003) as well as my interview summary and flowchart as shown in the above link.
References:
Strategies for Teaching Students with Intellectual Disabilities. (2018, February 19). Therapy Travelers.
https://therapytravelers.com/strategies-teaching-students-intellectual-disabilities/
Schaepper, Hauser & Kagadkar (2021, August). What is Intellectual Disability? American Psychiatric Association.
https://www.psychiatry.org/patients-families/intellectual-disability/what-is-intellectual-disability
7 Cool Assistive Technologies Driving Accessibility for Intellectual Disabilities. Community Mainstreaming.
https://communitymainstreaming.org/assistive-technologies/
Weselby, C. (2021, April 9). What is Differentiated Instruction? Examples of How to Differentiate Instruction in the Classroom. Resilient Educator.
https://resilienteducator.com/classroom-resources/examples-of-differentiated-instruction/
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Emotional Disturbance
Alex Mead
Low Incidence
5% of IDEA students
Low Tech
Personalized Notes - give the child encouragement and support privately by writing a personalized note to them throughout the day
Check Out Corner - create a "safe space" or quiet zone for the child to retreat to when they are overwhelmed by emotion or thoughts. This area is a a place they can go to whenever throughout the day to "reset" emotional responses.
Journaling - allow time for student to journal or express their what their feeling through words or art as they navigate through various emotions due to their trauma or disturbance.
Conversational Support - scheduled time (2-5 minutes per day) that gives the teacher ability to check-in on and have a chat with the student on topics of interest.
Mid-Tech:
Add headphones with calming music.
High Tech
Organizational Support - online class schedules, reminders, planners to better support ED students that may find it difficult to stay organized or focused on tasks
Noise Sensitivity - devices to monitor the sound in the room to help regulate ED students being overwhelmed
Audible reading - reading text can quickly stress out a student with ED and cause disruptions in the student's success. Allowing the student to listen to the text can minimize the perceived work load.
Alex's Sources:
Desautels, L. (2017, April 26). Reaching Students with Emotional Disturbances. Edutopia. Retrieved December 9, 2021, from https://www.edutopia.org/article/reaching-students-emotional-disturbances-lori-desautels.
Guido, M. (2017, February 16). 25 Easy Ways to Use Technology in the Classroom [+ downloadable list]. Prodigy Education. Retrieved December 9, 2021, from https://www.prodigygame.com/main-en/blog/25-easy-ways-to-use-technology-in-the-classroom--downloadable-list/.
Lynch, M. (2018, May 8). Assistive Technology to Help Students with Behavioral Disabilities Succeed Academically. The Edvocate. Retrieved December 9, 2021, from https://www.theedadvocate.org/assistive-technology-to-help-students-with-behavioral-disabilities-succeed-academically/.
Pace, W. (2015, April 9). Assistive Technology for Emotional and Behavioral Disorders. prezi.com. Retrieved December 9, 2021, from https://prezi.com/ptlrwxm4zqgk/assistive-technology-for-emotional-and-behavioral-disorders/.
TherapyTravelers. (2018, February 18). Strategies for Teaching Students with Intellectual Disabilities. TherapyTravelers. Retrieved December 8, 2021, from https://therapytravelers.com/strategies-teaching-students-intellectual-disabilities/.
Understanding Special Education Law (IDEA). Understanding Special Education: A Parent Guide. (2019). Retrieved December 8, 2021, from https://www.understandingspecialeducation.com/special-education-law.html.
References
Centers for Disease Control and Prevention (2021. June, 10). Hearing Loss in children. Centers for Disease Control. https://www.cdc.gov/ncbddd/hearingloss/data.html
Bright Hub Education.(2008. July,16). Assistive Technology for the Hearing Impaired: Help Students Who Have Difficulty Hearing. Bright Hub Education. https://www.brighthubeducation.com/special-ed-hearing-impairments/2914-assistive-technology-for-the-hearing-impaired-student/
Martynenko, O. (2019. December,19). How Technology Assists Deaf and Hard of Hearing Students. Verbit. https://verbit.ai/assistive-technology-for-deaf-and-hard-of-hearing-students/
Centers for Disease Control and Prevention. (n.d.). What is Hearing Loss in Children? Centers for Disease Control and Prevention. https://www.cdc.gov/ncbddd/hearingloss/facts.html
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- Neuromotor impairments - An abnormality of, or damage to, the brain, spinal cord, or nerves that send impulses to the muscles of the body
- Degenerative diseases - These are diseases that affect motor movement
- Musculoskelatal disorders - Defects or diseases of the muscles or bones
"Other Health Impairments" (OHI)
ECEA 2.08 (7) -OHI 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 due to a chronic or acute health problem, including but not limited to asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart
condition, hemophilia, leukemia, kidney disease, sickle cell anemia or Tourette syndrome.
That being said, only 1 of the 3 initial issues need to be present in order for OHI to apply, that being limited strength, vitality and or alertness
Due to the fact that OHI covers so many disabilities it is difficult to use a "one size fits all" approach.
What is commonly agreed upon is that these OHI's should cause a substantial impact on his/her education performance.
Due to the nature of some of these health issues, many of them are lifelong and therefor certain strategies to manage must be put in place as the problem may never go away. Therefor it is critical to create coping and managing methods in certain circumstances rather than trying to "fix" the issue.
Assistive Technology- Depends on the area of concern
ADHD
Accommodations - ADHD Specific
Extra time on tests and/or assignments
Instruction and assignments tailored to the child as there is great variance in students with ADHD
Positive reinforcement and feedback
Using technology to assist with tasks
Allowing breaks or time to move around
Changes to the environment to limit distraction such as different seating, closer to the teacher with friends further way to reduce distractions.
Extra help with staying organized by the teacher through the use of things such as a graphic organizer and sticky notes
OHI Accommodations - Generalized
Alternative seating options
• Frequent activity breaks
• Privacy considerations
• Classroom schedule adjustments for engagement opportunities
Assistive Technology recommendations
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Stream and/or record class lessons or lectures for review
• Materials/ notes can be posted online for students to download and view in order to view before class and after while watching the video
• One-handed keyboards or switches
Eye detection software tp ensure focus, also a way to detect wondering eyes if a student is distracted
• Air pods to remove outside noise distractions
• Adaptive controllers
• Ergonomically correct work-stations and computer stations to improve comfort for student
• Speech recognition software
• Pencil grip, page turners, book stands
• Larger work/ desk area for assignments/projects
Understanding by the teacher that ADHD is a lack of executive function, not necessarily hyperactivity as the name is a misnomer.
Matthew Landwehr
Assistive Technology
Assisted Listening devices (ALDs) - A small device worn by the instructor to enhance the spoken volume. depends on severity of deafness.
Notetakers - provide a written, brailled or taped secondary source of information during a class lecture
Large Print, Braille materials or taped text books. Every required reading and handout may be needed to be converted into large print, Braille or auditape.
Teaching Style
Having a student who is deaf-blind in the classroom may require some adaptations in an instructor’s teaching style. If the instructor typically paces or walks around the classroom during a lecture, the student may not be able to follow the voice clearly. If the instructor speaks while writing on the blackboard, the student may not be able to hear or speechread the person clearly.
If the instructor uses overheads and slides on a regular basis, they may need to be copied or transcribed into Braille for the student who cannot see them. The instructor’s lecture speed should permit an interpreter to keep pace.
Interpreters - relay information to and from the student and other people in the classroom. The type of interpreting needed will depend upon the student’s residual hearing and vision. Interpreting may be done orally, visually (use of American Sign Language or other sign system, with modifications including restricted use of signing space or increased/decreased distance between student and interpreter) or tactually (hand over hand).