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IDEA Disabilities, Cohort 7, Yasr - Coggle Diagram

- - - - Deaf blindness is considered to be a low incidence disability. In 2008 it was approximated that roughly 10,000 children and 40,000 adults were deaf-blind in the US.
      - Source: https://www.loc.gov/nls/resources/deaf-blindness/
    - - Assistive technologies for the visual disability aspect include screen readers that allow for text to speech translation, braille displays that allows for text to be converted into braille dots making it possible to read with your fingers, and speech recognition software that allows the user to navigate and interact with websites with only their voices.
      - Assistive technologies for the hearing disability aspect include alerting devices and a variety of telecommunication devices that can amplify sound, some enhanced listening systems that can connect directly to a persons hearing aid, and some visual communication systems that can convert audio information into a visual format such as captions or transcripts
      - Source: https://www.levelaccess.com/understanding-assistive-technology-how-do-deaf-blind-people-use-technology/
    - - Using the UDL method, teachers can design activities that help deaf-blind students access the task and learning goals through the use of their various assistive technologies.
      - The National Centre on Deaf-Blindness recommends that teachers can best help these students learn by using tactile learning strategies and combine these with activities that help them to use all of their other senses.
        https://www.nationaldb.org/info-center/educational-practices/tactile-learning-strategies/#:~:text=These%20strategies%20include%20tactile%20modeling,have%20residual%20hearing%20and%20vision.
      - Give these students time to explore tasks and activities using their assistive technologies and encourage them to keep trying to use all of these to their advantage.