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Disabilities Under IDEA, Incidence: High, Legend, Cohort 3, Other Health…

- - - - Augmentative and alternative communication (AAC) is a specific type of assistive technology that can benefit people with autism of all ages by promoting independence, expanding communication, and increasing social interactions. Assistive technology is usually divided into groups—low-tech, mid-tech, and high-tech. In general
    - - Two examples of speech-generating apps
        
        Apps for speech therapy are intended not only to substitute for the human voice but are also to help build speech and language skills.
        
        Proloquo2Go by Assistiveware, which features over 10,000 words, is easy to customize for physical or cognitive needs and can be used in many different languages. Compatible with iOS
        
        TouchChat HD by Prentke Romich Company, which provides English and Spanish options and allows the user to choose a voice that fits their personality. Compatible with iOS;
  - - - 7 Helpful Accommodations for Autistic Students
        
        7. Classroom Aides
        
        Some schools offer one-on-one instruction for students with autism. These young people are paired with an expert, and they stay together all day long as the student learns in school.
        If your school district deems this critical for one of your students, stay in touch with the aide about the learning experience. You might discover that some of your teaching styles (such as your course pacing) are difficult for an autistic student, and you can change some of these accordingly.
        
        6. Exercise Breaks
        
        All students benefit from the opportunity to stand up, stretch, and wiggle. A child who moves can focus more readily on the next lesson plan. Children with autism can also use exercise to regulate difficult moods. Exercises to benefit your autistic students can be simple, such as: Chair push-ups. Carrying heavy books. Pushing a fidget spinner.
        
        5. Sensory Retreat Spaces
        
        Just as autistic students need a space to focus and think, they may also benefit from relaxing areas. The bright lights, colorful artwork, and loud voices that fill a classroom can be too stimulating for some students. Students with autism often appreciate an opportunity for calm meditation throughout the school day. Set aside a corner of your classroom for this activity. Create a safe space that: Restricts light. Darkness isn’t the goal, but a dim environment can be soothing. Avoid glaring or very bright lights. Has a simple visual palette. Stick with blue or purple walls, and don’t clutter them with posters and stickers. Keep this place clear and visually clean. Feels soft and comforting. Use bean-bag chairs or padded cushions to make sitting and resting easy.
        
        4. Earplugs
        
        Many children with autism have sensory sensitivities that cause pain or distress. Your noisy, boisterous classroom filled with rowdy students could be too much for an autistic student to bear.
        Offer earplugs during quiet classroom moments, including those involving private study or test-taking. Take them back when you’re speaking to the class again, but reintroduce them when the student should focus.
        
        3. Visual Cues for Common Requests
        
        Create flashcards for your students containing common classroom commands, such as: Listen carefully. Use this card when you’re explaining a difficult concept and don’t want an interruption. Ask or answer questions. Use this card to entice students to raise their hands to speak with you. Sit at your desk and write. This card can encourage students to stay seated while completing assignments or homework. Take a break. Use this card to release students from their desks for unstructured time.
        Speak your instruction, and place the card in a prominent spot, such as the upper corner of your chalkboard or whiteboard. Replace it when you give another command.
        
        2. Printed Schedules of Activities & Events
        
        Autism advocates encourage the use of visual schedules. A photo or illustration represents each task, and the child can follow along as each item is completed. Yours might include information about: Lessons. Identify when you’ll discuss math, geography, English, and so on. Breaks. Specify when lunch will begin and end, and outline any other exercise opportunities you offer your class. Tests. If you’re holding a quiz or exam, specify when it will both begin and end. Therapy. If your student must leave class to work with counselors or therapists, identify those appointments clearly.
        
        1. Low-Distraction Work Areas:
        
        Autism causes unusual activity in brain regions that regulate attention. The result is a child that’s easily distracted by things other children can ignore. Common classroom distractions include:
        Whispered conversations. Classmates asking teachers for help. Children running, screaming, and playing outside of classroom windows. Intercom announcements. A child with autism can’t always tune out these distractions and focus on coursework. Every time something tugs on their attention, they’re pulled off course. Surround your classroom’s perimeter with library carrels, or rig up screens with cardboard or foam-core materials. Encourage students to move to these private study spaces when they need to focus on their studies.
- - - - Alerting devices: Alerting devices for a person with sight and hearing difficulties will let them know what is happening in the home eg. a caller at the door, activated smoke alarm or alarm clock, telephone ringing etc.
        
        Listening devices:Improving communication using assistive listening devices or loop systems could benefit people who have dual sensory loss providing increased amplification and clarity.
        Listening to the television or audio equipment can also be improved with the use of other types of assistive listening devices depending on the type and level of hearing loss.
        
        Loop systems:Room loop systems are set up with a loop amplifier connected to cable fitted around the perimeter of the room. Hearing aid users positioned inside the loop receive sounds with reduced background noise. Portable loop systems are another option. A loop works only with hearing aids that are T-switch equipped.
        
        Deaf-blind communication: For people who are able to read Braille, using technology may be an option to increase communication opportunities. A portable device consisting of a DB-Phone and DB-BrailleNote (with QWERTY or Perkins keyboard). A sighted person types their message into the DB-Phone and sends to the DB-BrailleNote where the deafblind person receives and reads the message reading through Braille output. The deafblind person types and then sends their message back to the DB-Phone for the sighted person to read the display on screen or listen through speech output. Conversations can go back and forth via this method.
        
        Telecommunications: A wide range of options are available to assist easier communication for people with dual sensory loss such as adapted telephones, adapted mobile telephones and Telephone Typewriters (TTY’s). For some people the fax machine is useful for sending messages in large print.
        
        Telling the time: Clocks and watches that may be suitable for a person who has sight and hearing difficulties will vary depending on their level of sight and/or hearing. Like Large print with contrasting display, Talking clocks and watches (quality of speech varies), Male voices which may be easier to hear for a person who is hard of hearing, Vibrating alarms and Tactile and Braille markings.
        
        Lighting: Additional illumination and contrast provided through the use of good lighting for close work such as reading, writing, crafts, artwork etc will assist people who have dual sensory loss to maintain independence. Improvements to lighting and contrast can make it easier to see. Improving the quality of light can be achieved by making use of natural lighting where possible.
        
        Low vision aids: Many people with dual sensory loss have some useful vision. Use of a low vision aid may mean easier access to reading print, seeing photos or pictures. There are many types of low vision aids that will vary in strength from 1.5 x up to 20 x magnification. Magnifiers are an option with the advantage that many are portable and light weight.
        
        Everyday living products:Many items can be found in mainstream stores and department stores. For example: Contrasting Non-Slip Mats, Chopping Board with Swivel Knife ,Safe Slice,Ring Pull Openers and Tactile Markers
        
        Mobility: Mobility aids used by people with a vision impairment are usually white; white being a symbol of vision impairment. Canes usually have a red reflective strip for added visibility.The purpose of an identity cane is to make the public aware that a person has a vision impairment. The identity cane is not sturdy enough to provide physical support or for testing ground surfaces when outdoors.
    - - Definition: Deaf-blindness means concomitant hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for children with deafness or children with blindness.
    - - As soon as deafblindness has been identified, a specialist assessment should be arranged by the local authority. The assessment should only be carried out by a specially trained professional who can identify the deafblind person's abilities and needs. The assessment should include assessing their needs in relation to:
        • communication
        • one-to-one human contact
        • social interaction
        • emotional wellbeing
        • support with mobility
        • assistive technology
        • rehabilitation
        The assessment will also take into account the person's current needs and those that develop in the future.
- - - - An inability to learn that cannot be explained by intellectual, sensory, or health factors.
      - An inability to build or maintain satisfactory interpersonal relationships with peers and teachers.
      - Inappropriate types of behavior or feelings under normal circumstances.
      - A general pervasive mood of unhappiness or depression.
  - - - Adaptive and Behavior Rating Scales.
        Rating scales are used to identify characteristics of emotional disturbance, to identify the extent of behaviors (intensity, frequency), and to reflect the observations of those who regularly engage with the individual (e.g., teacher, parent).
  - - - Voice Recognition Software
        Many computers or tablets have voice recognition software built into their platform. If a student struggles with the physical act of writing or translating their thoughts onto paper, teachers may need to consider allowing them to use this software. This gives them an opportunity to say what they would like to put on paper while the computer handles the rest. This can avoid the frustration that comes from a lack of fine motor skills or the inability to concentrate.
    - - Talk Light
        Noise sensitivity can be a big issue among students with behavioral disabilities. The overstimulation from their environment can become a major trigger for their behavior problems. Teachers should be mindful of the volume inside their classroom at all time. Assistive technology can help you to monitor it with the Talk Light. This provides educators with a tangible way to realize when volumes are reaching unacceptable levels for sensitive students. By preventing this situation, you might be able to ward off some of the negative behaviors.
        
        Talk Light
- - - - Strategies: Provide one on one instruction on how to use the technology. Demonstrate how to use the it to the whole class. Use the technology regularly to develop student familiarity with it. Ensure the technology is listed in the student's IEP. Provide students and parents with information about how to download and use the technology at home. (Retrieved and modified from: https://www.teachspeced.ca/speech-to-text-programs)
    - - Strategies: The visual aspect can help those with hearing impairment track and manage tasks without having to worry about missing the alarm. (Retrieved and modified from: https://www.timetimer.com/pages/time-timer-in-special-needs)
  - - - Strategies: Use multimedia approaches for visual representation of course content. Overhead projectors or PowerPoint presentations are preferable to blackboards, as the teacher does not need to turn his or her back to the students. This is especially important for students who are relying on speechreading, signing, cuing, and/or use of residual hearing for receptive communication. (Retrived from: https://ttaconline.org/differentiated-instructional-strategies-deaf-history)
    - - Strategies: Encourage students with a hearing loss to seat themselves toward the front of the lecture theatre where they will have an unobstructed line of vision. This is particularly important if the student is using an interpreter, lip-reading, relying on visual clues or using a hearing aid which has a limited range. Be aware that some students may not be comfortable with this suggestion or have alternate strategies. Respect their choices. (Retrieved from: https://www.adcet.edu.au/inclusive-teaching/specific-disabilities/deaf-hearing-impaired)
- - - - Ultrasonography
        Amniocentesis
        Blood Tests
        Quad Screening
    - - Ages and Stages questionnaires
        Child developments inventories
        PEDS test
    - - Interview with parents
        Observation of child
        Comparison of tests to other children their own age
    - - MRI
      - EEG
    - - Chromosomal microarray analysis
  - - - Text to speech
      - Predictive text
      - Touch screen computer
      - Speech to text
    - - Slanted Desks
      - Scissors with springs
      - Short Wider Pencils
      - Clay
      - Letter magnets / blocks
      - Tactile and large print keyboards
- - - - Instruction :Verbal instructions; Repetition of instructions; Text/Instructions in audio-format; Larger print; Fewer Items per page; Visual prompts or cues (e.g., arrow pointing on page); Highlighted text; Alternative answer sheet; Information in songs or poems (e.g., facts, definitions) etc.
      - Assessment: Calculator; Speech-to-Text software; Text-to-Speech software; Electronic dictionary; Spelling checker; Grammar check.
- - - - Concussion, a form of mTBI, is an injury to the brain characterized by the physical and cognitive sequelae of TBI. Concussion typically occurs as a result of a blow, bump, or jolt to the head, face, neck, or body that may or may not involve loss of consciousness (McCrory et al., 2013). Concussion has received more attention in recent years, particularly with respect to sports injuries.
        
        Symptoms
        
        Research from ASHA has identified following symptoms
        Physical
        • Changes in bowel and bladder function
        • Changes in level of consciousness, ranging from brief loss of consciousness to coma
        • Dizziness
        • Fatigue
        • Headaches
        • Impaired movement, balance, and/or coordination
        • Motor speed and programing deficits (dyspraxia/apraxia)
        • Nausea
        • Pain
        • Reduced muscle strength (paresis/paralysis)
        • Seizures
        • Vomiting
        
        Auditory and Vestibular
        • Auditory dysfunction from injury to the outer ear, middle ear, inner ear, and/or temporal lobe, resulting ino central auditory dysfunction;
        o difficulty hearing speech in noise;
        o dizziness, vertigo, and/or imbalance (see ASHA's Practice Portal page on Balance System Disorders);o hypersensitivity to sounds (hyperacusis);
        o loss of postural stability/control;
        o tinnitus
        o transient or permanent hearing loss.
        
        Visual
        l• Changes in perception of color, shape, size, depth, and distance
        • Changes in visual acuity
        • Double vision (diplopia)
        • Problems with visual convergence and accommodation
        • Sensitivity to light
        • Visual field deficits/visual neglect
        
        Cognition
        Attention
        • Deficits in shifting attention between tasks
        • Difficulty with selective attention
        • Impaired sustained attention for task completion or conversational engagement
        • Reduced attention span
        Executive Functioning
        • Difficulty with the following:
        o decision makingo flexibility
        o goal setting
        o initiation and self-monitoring
        o judgment
        o planning and organization
        o reasoning and problem solving
        o strategy selection
        Information Processing
        • Increased response latencies
        • Reduced processing speed (e.g., of rapid speech and/or complex language), resulting in confusion
        
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        Disabiliity Impacts Students and Peers
        
        The impacts of traumatic brain injuries can affect learning, how to negotiate social interactions, impaired cognitive. Difficulties will arise in education, vocation, friendships, at home, school, and as member of the community. It greatly impacts the quality of life, some affects may be absent in childhood but can emerge or persist in adulthood. This type of disability is a chronic disease process rather than a one-time event (DePompei, 2010; DePompei & Tyler, in press; Masel & DeWitt, 2010). The full extent of deficits may become evident only as the child's brain matures and expected skills fail to develop or emerge more slowly (McKinlay & Anderson, 2013).
        Some of the affects like memory and attention deficits, language delay, behavioral problems will impact learning and social interaction if the case is mild or moderate they may require some help and be kept in the general education classroom. But if it is severe then may be required to be pulled out from general education and taken into specialized classes. Also they will need to spend time possibly with speech language pathologist, counselors, additional training to cope with problems in the area such life skills, social interaction, working in groups, organization, completing assignments and following instructions
        
        Strategies & Accomodations
        Assistive Technologies
        
        Instructional Strategies/Behavior Interventions from studies by (Tennessee Department of Education, 2018)
        Appropriate pacing -Delivering material in small increments and requiring responses at a rate consistent with a student’s processing speed increases acquisition of new material
        High rates of success-Acquisition and retention of new information tends to increase with high rates of success.
        Task analysis and advance organizational support-Careful organization of learning tasks, including systematic sequencing of teaching targets and advance organizational support, increases success
        Sufficient practice and review-Acquisition and retention of new information is increased with review
        Teaching to mastery-Learning is enhanced with mastery at the acquisition phase.
        Ongoing assessment-Adjustment of teaching based on ongoing assessment of students’ progress facilitates learning.
        Flexibility in curricular modification-Modifying the curriculum facilitates learning in special populations
        .Metacognitive/strategy intervention-Organized curricula designed to facilitate a strategic approach to difficult academic tasks, including organizational strategies; validated for adolescents with and without specific learning disabilities
        Cognitive behavior modification-Facilitation of self-control of behavior; validated with adolescents with ADHD and aggressive behavior
        
        Additional Strategies, Accommodations, Modifications listed by ASHA
        Restorative Approaches
        Habilitative Approaches
        Compensatory Approaches
        
        Accommodations are changes to the environment, task, or mode of response that allow an individual to access and participate in an activity without changing the activity itself. Academic accommodations are often needed for students with TBI so that they can demonstrate their knowledge without interference from their deficits (Bush & Burge, 2016; Childers & Hux, 2013
        Academic accommodations for students with TBI may include using note takers, listening to recorded lessons, receiving extra testing time, taking rest breaks, or reducing environmental noise and distractions in the classroom. An accommodation may be required as part of a Section 504 plan or an individual family service plan (IFSP) or IEP.
        
        Modifications
        Modifications are changes to the nature of an activity to facilitate participation and promote success in home, community, academic, and work settings. Academic modifications can include changes in materials, curriculum content, or acceptable responses (New York State Education Department, 2002).
        Modifications for students with TBI may include shortened class schedule or day, reduced number or type of assignment, or modified response type (e.g., multiple-choice questions instead of recall questions or short-answer questions).
        Functional/Contextualized Approaches
        Goal attainment scaling (GAS
        Alternative and Augmentative Communication (AAC)
        Cognitive-Communication Interventions
        Direct Attention Training (DAT)
        Drill and Practice
        Dual Task Training
        Errorless Learning
        Metacognitive Skills Training
        Project-Based Intervention
        Sensory Stimulation
        Strategic Learning Intervention
        Language Intervention
        Speech Intervention
        
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    - - Primary injuries can be caused by either a penetrating (open-head) injury or a nonpenetrating (closed-head) injury.
        A penetrating (open-head) injury involves an open wound to the head from a foreign object (e.g., bullet). It is typically marked by focal damage that occurs along the route the object has traveled in the brain that includes fractured/perforated skull, torn meninges, and damage to the brain tissue (Hegde, 2006).
      - A nonpenetrating (closed-head) injury is marked by brain damage due to indirect impact without the entry of any foreign object into the brain. The skull may or may not be damaged, but there is no penetration of the meninges. Nonpenetrating injuries can be of two types
        : • Acceleration injuries-caused by movement of the brain within the unrestrained head (e.g. whiplash injury). If the force impacting the head is strong enough, it can cause a contusion at the site of impact and the opposite side of the skull, causing an additional contusion (coup-contrecoup injury).
        • Non-acceleration injuries-caused by injury to a restrained head and, therefore, no acceleration or deceleration of the brain occurs within the skull (e.g., blow to the head). These usually result in deformation (fracture) of the skull, causing focal localized damage to the meninges and brain.
- - - - encourage students to take part in volunteering activities
      - give students opportunities to discover and explore their interests
      - teach social skills including soft skills and try to get students involved in the process of learning at school and in their communities
      - get parents involved in the process