Collaborative Accommodations Document – Cohort 110

Course: Classroom Technology EPI-0003 Mr. Smrstick

Use this "living document" to record your submission on the use of Assistive Technologies as a strategy to address specific Learning Disabilities in the classroom. Each participant will:

1. To edit this document click "Edit Document" and then select "Edit in Browser".
2. To Insert a new row (into the table) right click into any existing row and select "Insert" and then select "below"
a. Insert a new row (into the table) and enter (working horizontally) one Specific Disability, Accommodation/Strategy & Assistive Technology and then indicate (X) the grade level/s the submission
b. is intended.
c. Be sure you define your entry for Specific Disability, Accommodation/Strategy & Assistive Technology using proper terminology and examples in a real world setting, include hyperlinks where
beneficial.
d. Insert a new row (into the table) beneath one of your classmates’ submissions and in a new text color, enter your name and a meaningful/relevant comment in the; Specific Disability,
Accommodation/Strategy & Assistive Technology fields.
e. Be sure your comments reference the "original" entry you are commenting on AND that you are adding something new to the dialogue under Accommodation/Strategy & Assistive Technology.
f. Remember to add "In response to" when commenting on a specific disability.
3. After the due date, return to this document, Open in Word and save (as a PDF) your own personal copy of this document for your FEAP's and for future use.

Name: Specific Disability Accommodation/Strategy Assistive Technology Ele M H

Dee PTSD
O'Neill
Ed Mundt Great topic. Personally, I see this
in issue in my military brothers and
response sisters returning from multiple combat
to Dee tours. “The three symptom clusters
O'Neill for PTSD include reexperiencing,
(PTSD) numbing and avoidance (such as
avoiding traumatic reminders and
talking about [the] trauma, not
participating in activities previously
enjoyed), and hyperarousal (such as
irritability, anger, difficulty sleeping)”
(Kataoka et al. 2012). Other symptoms
of PTSD that people experience are
lack of concentration, flashbacks,
hypervigilance (sensitivity to sounds,
light, and energy), emotional
extremes, and dissociation.
m S S
Less distraction area with extended time and technology for testing (if Dragon or talk to text (how, cost and when to be used) X X X
cost effective One on one – dictator for testing - use of aid
IEP – )
Reasonable accommodations include reducing triggers such as Perhaps a Skype of the class when student feels
excessive noise and light, seating of choice (eyes on doors) and particularly reactive to stimuli.
written as well as verbal instructions. Let the student use assistive technology such as
magnification or amplification, or provide copies of
the tests on audio tape to use with noise cancelling
headphones
https://www.psychologytoday.com/us/blog/somatic-
psychology/201208/students-ptsd www.drscavanaugh.org/assistive/technology_accom
modations.htm
Laura As the former wife of an active duty
Cuthberts soldier, I have also witnessed first hand
on in the effect of PTSD on the way a person
response who has experienced trauma reacts to
to Dee situations that most might feel perfectly
O'Neill comfortable with. Also, I think PTSD
really extends to all the way down to
even the youngest child in a classroom. If
a child has experienced any type of
trauma, abuse, neglect, etc., they can
struggle with PTSD symptoms. I was
involved in a recovery program for many
years where I witnessed PTSD affecting a
wide variety of people, from men (young
and old), to spouses and partners,
parents, and children. So, it is a serious
issue that an educator should be aware of
in the classroom.
Erin Dyslexia (auditory)
Jefferson
 Believed to be caused by an
impairment in neural processing of
auditory information
 Most dyslexics have the auditory type
 Also called audio dyslexia or auditory
processing disorder
 Sounds may be being fused, reversed
 or jumbled.
Symptoms and Signs
 Frequently misunderstand what
others say
 Have difficulty hearing when any
background noise is present
 Frequently scramble multi-syllabic
words (pasghetti instead of spaghetti)
As it relates to children or even adolescents, I believe the best strategy Noise-cancelling headphones
for addressing PTSD in a student is first building a strong relationship
with the student. Greeting the student by name each day, being aware Music or other calming sounds such as "white noise"
of possible signs/symptoms of trauma, and making the student feel safe.
Routine is an important part of helping a child that has experienced Apps are also available that could be used on an ipad or
trauma feel safe. For instance, if a child has been abused, having a similar device in a classroom that help students
substitute teacher might make the child feel very anxious and cause struggling with anxiety (a symptom of PTSD) by
them to act out. Talking to them beforehand and even giving them an employing activities such as guided meditation,
opportunity to meet the substitute if possible might help the child. relaxation and mindfulness. Some of these include:
Partnering the student with one or two other reliable, calm, and kind  Headspace: Meditation
classmates that work well with the student and staying consistent with  Stop, Breathe, and Think
those partnerships may help the student feel more stable as well. Many  Mindfulness for Children
classrooms have successfully implemented "cool-down areas" where a
student may retreat to relax or recollect themselves if they are stressed.
Small areas in the classroom with comfortable seating, sensory objects,
and perhaps quiet, soothing music may help a student feel safe if they
need to "escape" a particularly noisy or over-stimulating situation in the
classroom. Also, as a sub, I have had one student several times that
wears noise-cancelling headphones in the classroom. I do not know the
students particular story, but if loud noises are triggering to a student
that has experienced trauma those may be helpful as well.
Patience – longer test time Grammarly, the best spell checker. Even adds words X
Encouragement, that have been missed.
Noise-free setting (separate room/quiet space in classroom)
Easier furniture arrangement (facing teacher for whole Natural Reader – powerful speech to text app (for
group lessons vs being in a block of tables for small group computer or tablet)
work) creating a less distracted area.
 Flexible scheduling
 Extended time on assignments
Leo-recorder – records in real time and saves all to a
 Allowing for more frequent breaks
readable document to be read later.
 Making learning fun, keeping the student engaged.
I remember being a student in 3rd grade. My assignments were riddled
with red mistake pen marks. Not only was it embarrassing for me but the
 Speech-to-Text software
other students knew what the red pen meant. STOP WITH THE RED
 Text-to-Speech software
PENS!!!
 Electronic dictionary
 Spelling checker
 Grammar check.
  Difficulty following a sequence of  Calculator
instructions
 Weak auditory memory
 Weak comprehension of something
just heard
Sources: http://www.dyslexia-reading-
well.com/

Beth Kelly Both of my older brothers have dyslexia

in and I remember being in a Spanish class
response with one of them in high school. I
to remember it being difficult for him
Dyslexia because we did mostly verbal
assignments and he would get distracted
and un-motivated very quickly to the
point that my teacher thought he just
liked goofing off in class. I remember how
sad it was to see him failing the class and
the teacher not helping him with his
learning disability. I am glad that we, as
future educators, have the opportunity to
help people like my brother and get them
motivated and excited to learn.
Dee Hi Erin, in 1982 I was diagnosed with
Response dyslexia and I wish they had Grammarly
to back than but I was to get a free tutor to
Dyslexia help check my papers.
Erin J Me too Dee! I was diagnosed in the 2nd Doug Erskine, in response to, Dyslexia: I think that Dyslexia is
response grade! a serious issue in the Elementary schools and requires monitoring and
to
accommodation. Because we place so much emphasis in 3rd grade on
dyslexia
reading, a student without this diagnosis would be severely limited in
his/her success on FSA. Early diagnosis would be paramount to allow for
accommodations of EXTRA TIME to be beneficial. There are
accommodations which allow the student to have the test READ
ALOUD to them. Otherwise, I don't think encouragement is enough for a
student who simply cannot read correctly, within a high-stakes testing
atmosphere. I am not familiar with Grammarly, but it appears to be a
spell checker. I was under the impression that Dyslexia was a reading
disorder, but it appears it affects writing as well. Fascinating!!
Moreemi Dysgraphia is a learning disability that Challenge Accommodations AlphaSmart: x x x
Szekeres affects hand writing and fine motor For Mechanics of Writing  Allow student to use An adaptable writing keyboard, Connects to either Mac
skills. Dysgraphia interferes with electronic devices or PC.
writing, spelling, word spacing, and the  Provide paper with
ability to put thoughts on paper. The raised or different- A portable word processor, smart keyboard, cell phone
colored lines to help
act of forming letters requires a great with forming letter in
apps, and writing tablets can easily be transported
deal of effort. Kids sometime do not the right space between class, school, and libraries. It can be helpful
want to write and if they do they tend to For speed of writing  Give the student extra to kids who may have trouble writing by hand and
forget the thought in the first place. time to take notes, copy prefer to use a keyboard. Word processing allows the
During class I did not understand the material and take test user to edit and correct his written work more
term “Dysgraphia” but I remembered  Provide typed copies of efficiently than doing so by hand. This type of tool
working with a student with similar classroom notes benefits people who struggle with writing.
issues. DSM-5 call it “an impairment in  Allow the student to Proofreading programs can help with accuracy and
record certain class spelling of works.
written expression”. I have 3 years
session or use a laptop
working with children with autism and I for writing/ alpha
have seen Dysgraphia frequently during smart keyboard
my employment at Marcus Autism  Allow the student to
Center in Atlanta, Ga. Dysgraphia is a start working on
co-morbid disorder associated with assignments early
Autism. At Marcus we used different For difficulty  Give example of
devices to help kids communicate. finished assignments
Some kids had deficient fine motor  Help the student break
writing assignment into
skills, poor dexterity, or poor muscle steps
tone. In those case we created  Make audio recordings
communication boards and used photo For amount of writing  Provide a lesson
cards. outlines for taking
notes
 Request a scribe so the
student can dictate on
tests and writing
assignments
 Try different paper and
pens

For more information please see the following article Strategies for
Dealing with Dysgraphia
Jacqueline In response to Dysgraphia: I hadn't heard
Sanabria of Dysgraphia until we were assigned this
project. I find it interesting how it's not
just difficulty with writing, but a brain-
based learning difficulty that effects all
aspects of writing expression from
forming letters to forming ideas.
What I find super fascinating is that accommodations for Dysgraphia don't
have to be high tech. It can be as simple as pencil grips, using a board or
binder to tilt a paper for a different writing approach, tactile lines on
paper, and even graphic organizers to help students organize their
thoughts before writing.
While I do think that an adaptable keyboard like
AlphaSmart can help with writing ease (as the student
doesn't have to worry about handwriting or forming
letters to slow down their ideas) I would be careful with
this program specifically. AlphaSmart while still available
used on Amazon, is discontinued and has had complaints
on the small text screen (as you can't see the big idea of
what you've written). This may be a problem for students
who have a hard time putting their thoughts together
and keeping track of them when writing.

Ryan Speaking from experience, both strategies (fidgets and movement) are
Gessman very helpful in channeling the excessive energy that may present in the
in classroom with ADD/ADHD students. However, teachers must be aware
response that students are apt to take advantage of these accommodations and
to use them excessively, when they are not actually required. In these
Rebecca instances, the tools meant to mitigate disruptions and negative
Ravitch behaviors, can contribute to greater distractions and interruptions in the
classroom. We also must be careful that when students are given these
supports and utilize them properly, that they do not take away or distract
the learning of their surrounding peers.
To do lists, whether using technology or simply written
down on paper daily, serve to de-stress and focus
students on the most important prioritized tasks needing
completion, and weed out extraneous tasks that aren't
as important at the current time (that can be completed
at a future time).
Rebecca ADD/ADHD: These disorders are
Ravitch essentially characterized by an inability to
concentrate. ADHD includes an element
of hyperactivity which essentially mean
the child will be more physically active
and disruptive
Heidi In response to ADD/ADHD: People with
Temple ADHD tend to have problems with
executive functioning as well. Planning,
organizing, analyzing, and completing
tasks can be problem areas which require
sustained focus.
Laura So, I have had an interesting experience
Cuthberts as a sub this year working at an
on in environmental charter school. I chose to
response send my children there because they are
to very active, need to move constantly,
Rebecca learn best with hands-on activities, are
Ravitch rather loud, have a hard time sitting still
and have very short attention spans. I
have never had any of them tested for
ADD/ADHD, but I know some of those are
common in children that have been
diagnosed with those disorders. As a sub
at the school, I quickly learned that most
parents probably sent their children there
for the same reasons. Obviously, I cannot
diagnose any of these children and am
not privilege to any information like that
as a sub, but I can tell you that the
classroom can be very hard to manage
with a lot of overly active children with
short attention spans.
Provide fidget toys (fidget spinners, slinky, gak, etc) so the child has a
way to release their energy or have their brain go in a few different
directions quietly without disrupting the class. Allow students to stand or
get up and stretch (quietly) if you're going to have a lecture rich class one
day. Encourage students to be active outside of school or join a sports
team.
I found some more good ADHD accommodations. Seating near the
teacher or another student who is a good role model. Positive
reinforcement for building self-esteem. Allow the student to keep a set
of books at home. Provide short breaks between assignments. Send
daily/weekly progress reports home. Set up behavior contract with
appropriate rewards and consequences.
Some of the best things I have found for children with these types of
symptoms are offering different types of seating (wobble discs, yoga
balls, bouncy or wobbly stools, or rocking chairs) help some students get
the wiggles out and concentrate better. Also, some students have
bouncy bands that they can bounce their feet on (they attach around the
bottom of the chair legs). They can also use them to stand at their chair
if necessary. I have found that the classrooms I have the most success at
managing has students that are allowed flexibility in their seating. I have
seen where teachers allow the children to sit on top of the table, on the
floor, stand up, take walking breaks, whatever they need to do as long as
they are getting their work done. I find that the fidget spinners and slime
are honestly so distracting to both teacher and students that they really
don't help with the concentration factor. I love that my childrens' school
takes the kids out for frequent walks or exercise or even just have class
outside. I think the outdoor activity really helps. Also, I have successfully
helped a classroom refocus by taking "brain breaks". Essentially just
playing little games with them in between work that helps alleviate some
of that energy.
Any.do: Free app. x x
Set up a to do list. The app creates reminders. It's simple
yet super useful for individuals struggling with
ADD/ADHD.
Outlook and other emails also have calendars that work
well to help organize the often scatterbrained
ADD/ADHD child/adult.
Certain types of games that require sustained focus can
be beneficial. Games for the Brain
(http://www.gamesforthebrain.com) has many free on-
line games to grow and stretch the brain. I found some
additional assistive technology resources which can be
seen in my section that can be applied to some students
with ADHD.
To be perfectly honest, I am not a big fan of technology,
and I don't really think it is the best answer in a situation
like this. I believe that fresh air and exercise and
freedom of movement are really key. However, my most
active, shortest attention span child that can't stay still
to save his life in most scenarios can sit and play video
games forever if you let him. I have heard that the
frequency at which the screens change stimulates the
child's brain and that is why they can be so sucked into
them. Unfortunately, this is also probably why children
have such short attention spans. Technology has
conditioned their brains to be constantly stimulated. But
back to the positive, I do find that my child does really
well with learning websites such as prodigy. This is a
math game that is almost designed to play like a video
game. I think that educational software can be
effectively used to keep a child with ADD/ADHD
engaged. Also, using stimulating material in your
"lecture" can help the child stay focused. This really isn't
anything fancy but something as simple as an exciting
youtube video, or preparing your lesson using a visually
engaging powerpoint or having students interacting with

Doug Disruptive Mood Dysregulation
Erskine Disorder (DMDD), a condition defined
in a child who exhibits chronic
irritability, which lead to outbursts that
are disproportionate from the situation.
**A new disorder first diagnosed in 2015.
Very real issue in Elementary schools.
Children are usually 6-10 when
diagnosed.
Erin Hill In response to DMDD: I've not heard of
this disorder, but can see how it could be
a significant issue in schools.
Jacqueline In response to Disruptive Mood
Sanabria Dysregulation Disorder (DMDD): In
the past year, I heard of a very similar
mood disorder for the first time, so
I'm glad you decided to touch upon
this one. Since it's such a newly
Patience, focus child on having self-control; Set a positive atmosphere
and demeanor; Well organized plans; Give break "passes" aka permission
to leave the room; Clear consequences for outburst (get ahead of the
behavior); Reward/praise the positive behavior; Classroom empathy,
exhibited by both teacher and students.
**Accomodations for these students extends all the way into post-
secondary.
While researching this topic, one thing that stuck out to me was the
tendency of these students towards negative self-statements, and how
teachers need to be aware and able to re-direct to positive statements.
I think focusing on the positive behavior, as you mentioned, and
repetitive reinforcement of positive statements could go a long way.
Also on the note of praising positive behavior, the article mentioned
these kids really dig in their heels with any type of punishment. Praise, on
the other hand, is a significant motivator. Even during an outburst, a
positive behavior that may have occurred during the outburst should be
acknowledged.
https://www.healthyplace.com/blogs/parentingchildwithmentalillness/2
018/01/disruptive-mood-dysregulation-disorder-tips-for-school-and-
beyond/
These are all really good strategies that I came across on the internet
myself. What's nice about all these strategies is that I think they can be
applied to multiple situations, not just students classified with DMDD.
One strategy I came across that you didn't mention (but I think might still
be helpful or worth looking into) is having the student keep reflection
notes or diaries to help recognize and monitor the changes in their mood
a smart board or one of the polling apps via an ipad can
help keep them engaged. Even something as simple as
setting a timer for each assignment that the child can
easily see the amount of time they have left on each
assignment (and when their next stretch/brain break
period) will be may help keep the child on task.
MyOn, I-Ready (Reading & Math) are available
through Hillsborough district. Allows for teacher to give
instruction, ideally avoiding disruptions, child still gets
some instruction. X X X
Others: Music on headphones, something soothing to
calm child down. Any software program that is
Interactive (Encyclopedia Britannica, etc.)
Often children with behavioral disorders often have
difficulty with getting their thoughts on paper. Word
processing programs with voice recognition software will
be beneficial for these children. Also, various devices
that help with academic skills help students to not
become overly frustrated, which may in turn lead to
misbehavior.
I really like the idea of using music or some other
interactive technology that may help calm the
student down as this can work in conjunction with
the "giving breaks" strategy. Would MyOn and I-
Ready be used for this same break/calm down
method? Otherwise I could see it being argued that
 classified disorder, it's important that
we learn all we can about it now
before we enter the classroom with
misconceptions about a student's
behavior.
Rebecca Doug, I'd never even heard of DMDD until
Ravitch in you decided to post about it. Thank you
response for making me aware of this and
to Doug providing me tools to help alleviate the
Erskine issues that come with this.
Erin Along with the others on this topic, I
Jefferson haven't heard of this disorder until now. I
In wonder how many students have been
response labeled with being a "problem" students.
to Doug Which in turn would cause the student to
Erskine become even more depressed and
disruptive. Is this a neurological disorder?
Moreemi Disruptive Mood Dysregulation
Szekeres Disorder (DMDD is interesting.
in DMDD was added to the DSM-5, in
response part, to address concerns about
to Doug
potential over-diagnosis and
Erskine
overtreatment of bipolar disorder in
children (APA, 2013).
and associate it with physical sensations or other triggers. This site
further explains and expounds upon that idea.
I researched DMDD a bit more and many professionals are using
strategies for designed to help alleviate ADHD, anxiety, depression to
treat this as well. Given this, the accommodations I discussed above for
ADD/ADHD may help with DMDD as well.
I did a google search on DDMD, thus far I've read that DDMD is
associated with depression. Because of genetics, home life, stress, life
events. Would it be over-stepping to further research the students home
life?
I also zoomed in on the age group. I was wondering why start at age 6
when parents report their children are having outburst during toddler
years. Per American Psychiatric Association a child must demonstrate
outbursts at least three times per week for a period of at least one year
across at least two of the following settings: home, school, and with
peers (APA 2013).
I think one good strategy would be to be proactive. Know the students
and their triggers. Encourage self-control.
the child may miss out on important lessons or tasks
that the rest of the class is expected to do.
Doug YES to the soothing music! Great idea!
SpellBetter (free IOS) may also be a great app for
those with DMDD that struggle with writing. It has
an autocomplete feature that allows students to
focus on getting their ideas down rather than
spelling. This alleviates some of the frustration and
allows students to focus on higher level thinking
rather than spelling and sentence structure. This
would probably be great for Dyslexia too.
I'm personally not against medicating people for
different mental disorders. Although if there are any
natural alternative methods, I'm all for it. Sadly, there
aren't many studies yet that have a definite treatment
plan (according to the internet).
Multiple Schedules of Reinforcement using an electronic X
device (iPad for music) can assist the student with
staying on task. I think this is a good way to be
proactive. The student is aware of the work that need to
be completed and if the student can complete an
assignment with no outburst than he can earn 30-60sec
of music. Music can help keep him calm.
Resource
American Psychiatric Association. (2013).
Diagnostic and statistical manual of mental
disorders (5th ed.). Washington, DC: Author.
Jacqueline Dyscalculia – a learning disability that
Sanabria affects an individuals' ability to
understand and/or use various numerical
math concepts, symbols, and functions.
Jonathan I think one of the main things that a
Lamboy in teacher must do when dealing with
response students with Dyscalculia is to be aware
to of the level of anxiety and stress this may
Jacqueline cause to the student. The teacher should
Sanabria avoid putting the student on situations
that may make the student feel more
insecure, embarrassed and frustrated; at
the end refusing to receive any help and
blocking himself or herself out making it
more difficult to know and assess what
does the student understand or not in
order to help him/her.
Brian It might be helpful for the teacher to
Klett in know if the dyscalculia resulted from a
response specific brain trauma or if it was
to congenital in nature.
Jacqueline
Sanabria
Ed Mundt Language Processing Disorder
A specific type of Auditory Processing
Disorder (APD) in which there is
Letting the student draw charts and sketches to serve as a visual aid for
solving math problems, providing physical manipulatives (coins, blocks,
ten base sticks), math formulas, graph paper for lining up numbers, use
of calculators, highlighting key words and numbers or breaking down
steps, and providing extra time on tests can be beneficial to the student.
Checking in and asking them to review previous concepts can also be
little ways a teacher can assess the child and keep an eye on their
progress or where they're still struggling. [More Accomodations Here]
The effective way to apply these accommodations is for the
teacher to be very observant and to start taking notes on the
specific issues he/she sees on the student.
It may be beneficial for the teacher to determine if the problem is limited
to abstract numbers and arithmetic, or if it includes physical concepts
such as judging size, distance, shape, left/right and symmetry.
Accomodation
Talking Calculators read aloud every number, symbol, x x x
operation key, and solution for the individual. This can
be especially helpful if the student mixes up particular
symbols or functions, as the auditory feature would
allow the student to self-assess and correct before
putting work or answers down on paper. Talking
Calculators can be found in many sizes for basic
computations and can even be found for Texas
Instrument Scientific Calculators. Some calculators even
come with Spanish audio!
[Examples Here]
Electronic Math Worksheets can also be used to help
organize math problems (if they have trouble
organizing/aligning on a pencil and paper) and the
numbers can also be read out loud through a voice
synthesizer.
Just like in the accommodations it is very important to
understand how the student struggles with math. That
knowledge will help the teacher to choose the most
appropriate assistive technology to help the student with
the specific dyscalculia need.
I am curious if there are computer-based technologies
that could provide insight about the problem based on
how the student performs on math questions using
different sides of their brain? For example, testing
students with one eye covered, opposite eye covered,
and both eyes open.
Technical Solution X X X
 difficulty attaching meaning to sound
groups that form words, sentences and
stories. (LPD relates only to the
processing of language.) LPD can affect
expressive language and/or receptive
language.
Signs and Symptoms
 Has difficulty gaining meaning
from spoken language
 Gives poor written output
 Exhibits poor reading comp
 Shows difficulty expressing
thoughts in verbal form
 Has difficulty labeling objects
 Is often frustrated by having a lot
to say and no way to say it
 Can describe an object and draw
it, but can’t think of the word for
it
https://appsfromanappoholic.weebly.co
m/language-processing-disorder.html
Heidi Executive Functioning Disorder
Temple Executive functions are the skills that an
individual of any age must master to deal
with everyday life.
People with executive function disorder
may struggle to:
 Analyze
 Plan
 Organize
 Schedule
 Start, balance, and complete
tasks
 Handle frustration
 Follow multi-step directions
1. Speak slowly and clearly and use simple sentences and use 1. 30hands Starter: Create & Show What You Know
visuals to convey information https://appsto.re/us/Vt8dK.i
2. Allow tape recorder for note taking 2. Recorder Plus
https://itunes.apple.com/us/app/recorder-plus-
voice-recorder/id884644433?mt=8
3. Use visualization techniques to enhance listening and 3. Accessibility iPad Features
comprehension http://www.apple.com/accessibility/ios/
4. Use of graphic organizers for note taking from lectures or books 4. BrainPOP Featured Movie
5. Use story starters for creative writing assignments https://appsto.re/us/qI9Vv.i
6. Practice story mapping
7. Draw out details with questions and visualization strategies 5. Tools 4 Students https://appsto.re/us/Y1amC.i
8. Use pictures or photographs to reinforce and review the 6. Write About This https://appsto.re/us/k8f2J.i
vocabulary that has been taught. 7. Kidspiration Maps Lite
https://appsto.re/us/P7fsO.i
8. Word-flex Touch Dictionary
https://appsto.re/us/4IOhD.i
https://appsfromanappoholic.weebly.com/language-
processing-disorder.html
A teacher may try informal accommodations, like seating a child near the 1. Watch Minder x x x
front of the room. Additional accommodations like splitting assignments http://www.watchminder.com/uses/ad-hd-ld-
into small pieces, and giving frequent breaks can help supplement and-autism
problem areas, and give the executive system a chance to recharge. 2. Simple Mind (Mind Mapping App)
 Post tasks on the board https://simplemind.eu
 Read assignments out loud 3. Microsoft Outlook- set reminders, Apple
 Have kids repeat them Reminders
 Appoint a row captain to check that everyone has written down 4. ihomework 2
the assignment http://www.ihomeworkapp.com/app/index.html
 Teach note-taking skills 5. Things https://culturedcode.com/things/
 Use color and put different tasks on different color cards 6. Evernote https://evernote.com
 Set up a binder with sections and folders for organization of
papers
For the child who loses focus and is easily frustrated:
  Stay on track
 Self monitor (sic)
Self-monitoring is particularly important
for students, because it governs their
ability to evaluate their work and
behavior in real time.
https://www.additudemag.com/executiv
e-function-treatment/
Erin Hill In response to Executive Functioning
Disorder.
I am fascinated with the idea of biohacking,
and am currently reading "Genius Foods,"
which is a book focusing solely on the brain
and how it is affected by different foods.
EFD is mentioned quite a bit. I truly believe
diet plays a significant role in disorders such
as this one.
Justin I am convinced that EFD is rising at an
Morrisroe exponential rate in today's students. While
(In not always diagnosed, it is rampant, and
response easily one of the most common obstacles
to Heidi facing contemporary educators. I often
Temple- ponder if an overreliance upon technology
"Executiv is the reason for the explosion of EFD, but I
e also wonder if technology can’t also be a
formidable solution. Many of my students
Functioni
have issues with self-monitoring, long term
ng
planning, and remaining on track. It is
Disorder")
more and more becoming the responsibility
of educators to remediate, and impress
upon students the significance of
organization and scheduling as a skill.
 Have kids run in place or be active for a minute
 Have two work stations so that kids can get up and move
between assignments
 Let kids use fidget toys
 Give kid graphic organizers
 Extra time on assignments and tests
All of the accommodations previously mentioned would surely help an EFD
student in the classroom. This type of disorder would likely also benefit from
one-on-one work with a learning specialist. Additionally, students with EFD
may benefit from tutoring.
According to the "Theory of Seven," as well as my own anecdotal
experience, you must communicate an expectation, or deadline, seven times
to a student before it will stick. I don't always make it to 7, but I try to get
close. I begin the year actively posting assignments on my board, on our
school's online platform (www.schoology.com), on the online bulletin board
for my specific class, in an email to parents, in exit slips I hand out as
students leave, and with updates at regular intervals as deadlines approach.
As the year progresses, I slowly reduce my number of notifications, and
instead inquire as to what students believe they have upcoming. This
practice has gradually released me from the responsibility of managing my
student's tasks for them and has impressed upon them the skill of self-
regulation.
An app like MindMeister may help:
 Mind maps are full of mental triggers that help
your brain comprehend and store concepts more
easily. You’ll take less notes, need fewer revisions
and still retain more facts than you would with
linear notes
 Because you mostly use keywords, images and
short phrases in mind maps, you can jot down
thoughts a lot faster than usual.
 Mind maps can store and structure vast amounts
of information. They display hierarchy, show
relationships between single topics and enable you
to see the “big picture” at a glance. This also makes
them ideal for summarizing texts.
https://www.mindmeister.com/content/education
One of the technological resources I have found has had
great results for my students with EFD, is an online task
management system called "Habitica." Habitica
transforms to-do lists and habit formation into an
interactive and fun role-playing game. It's free, and
makes the menial task of staying atop of assignments fun
rather than arduous. Additionally, it's online, so it can't
be lost like so many physical planners.
https://habitica.com/static/home
Justin Non-Verbal Learning Disability (NVD or
Morrisroe NVLD)- a disorder which is usually
characterized by a significant discrepancy
between higher verbal skills and weaker
motor, visual-spatial and social skills.
Signs and Symptoms:
 Has trouble recognizing nonverbal
cues such as facial expression or
body language
 Shows poor psycho-motor
coordination; clumsy; seems to be
constantly “getting in the way,”
bumping into people and objects
 Using fine motor skills a challenge:
tying shoes, writing, using scissors
 Needs to verbally label everything
that happens to comprehend
circumstances, spatial orientation,
directional concepts and
coordination; often lost or tardy
 Has difficulty coping with changes
in routing and transitions
 Has difficulty generalizing
previously learned information
 Has difficulty following multi-step
instructions
 Make very literal translations
 Asks too many questions, may be
repetitive and inappropriately
interrupt the flow of a lesson
 Imparts the “illusion of
competence” because of the
student’s strong verbal skills
https://ldaamerica.org/types-of-learning-
disabilities/non-verbal-learning-disabilities/
 Rehearse getting from place to place
 Minimize transitions and give several verbal cues before transition
 Avoid assuming the student will automatically generalize
instructions or concepts
 Verbally point out similarities, differences and connections; number
and present instructions in sequence; simplify and break down
abstract concepts, explain metaphors, nuances and multiple
meanings in reading material
 Answer the student’s questions when possible, but let them know a
specific number (three vs. a few) and that you can answer three
more at recess, or after school
 Allow the child to abstain from participating in activities at signs of
overload
 Thoroughly prepare the child in advance for field trips, or other
changes, regardless of how minimal
 Implement a modified schedule or creative programming
 Never assume child understands something because he or she can
“parrot back” what you’ve just said
 Offer added verbal explanations when the child seems lost or
registers confusion
Excerpted from the LDA of California and UC Davis M.I.N.D. Institute
“Q.U.I.L.T.S.” Calendar 2001-2002
2. Word Prediction Software Word prediction
https://ldaamerica.org/types-of-learning-disabilities/non-verbal-
learning-disabilities/
3. Graphic Organizers structure writing projects, to
4. Word-prediction software combined with speech-
1. Organizational Software/Personal Information x x x
Managers (PIMs) Organizing schedules and
information is difficult for some people with
dyslexia or a non-verbal learning disorder. Personal
Information Managers (PIMs) such as a Palm Pilot
or Casio or organizational software such as
Microsoft Outlook or Lotus Organizer can
accommodate these disabilities. Such tools can be
helpful to those with LDs by providing a centralized
and portable means of organizing schedules and
information. The cues provided by these tools can
assist keeping on task and may help provide visual
alternatives to represent what work needs to be
done and what has been accomplished. However,
they may also put early learners at a disadvantage
by requiring yet another program and interface to
learn and remember to use. Individuals may lack
the discipline/attention skills to regularly check the
application/device.
(https://www.washington.edu/doit/working-
together-computers-and-people-learning-
disabilities)
technology is used to assist with text entry. It
has become popular in on-screen keyboards on
mobile devices and tablets. Word prediction
software assists with reducing the number of
required keystrokes, by predicting the word you
are typing and the next word based on word
frequency and
context.(https://snow.idrc.ocadu.ca/content/wo
rd-prediction-software)
help in problem solving, decision making, studying,
planning research and
brainstorming.(https://www.eduplace.com/graph
icorganizer/)
recognition software
(http://www.goqsoftware.com/wordQspeakQ.p
hp)
Jonathan Asperger's syndrome: Accommodations: Technology: x x x
Lamboy  Have a set routine for the school day. For younger students,
Asperger Syndrome (AS) is a provide a picture schedule. MyVoice
neurobiological disorder on the  Provide adequate notice for any change of schedule, except in is an alternative and augmentative
cases of emergency. communications aide (AAC) designed to help
higher-functioning end of the autism
spectrum. An individual’s symptoms  Provide an area of the classroom the student can retreat to in non-verbal, low cognitive people communicate
times of high stimulation their needs and desires. It's the digital big
can range from mild to severe.
 Identify distractions and take steps to minimize them. (high brother of a “picture board”, a communication
Affected children and have difficulty method that has been shown to work extremely
frequency sounds may distract them or upset them)
with social interactions and exhibit a  Give directions that are clear and concise, using literal language. well many non-verbal children.
restricted range of interests and/or
repetitive behaviors. Motor Specialized touch laptop computers: The use of
development may be delayed, leading specialized touch laptop computers by children
to clumsiness or uncoordinated motor with autism could increase attention and focus
movements. while at the same time, increase fine motor skills
and decrease agitation.
Children with this disease may show:
1.Limited or inappropriate social
interactions,
2."Robotic" or repetitive speech,
3.Challenges with nonverbal
communication,
4.Tendency to discuss self rather than
others,
5. Inability to understand
social/emotional issues or nonliteral
phrases,
6.Lack of eye contact or reciprocal
conversation,
7. Obsession with specific, often unusual
topics
https://aspennj.org/what-is-asperger-syndrome
https://www.autismspeaks.org/what-
autism/asperger-syndrome
Justin In response to Asperger's: I have a I made sure to establish a "safe space" for my student to retreat to when my I have found that allowing my Asperger's student to
Morrisroe student with Asperger's in one of my class becomes overwhelming (we do a lot of interaction, and the social make an audio recording of specific assignment
(In English classes now. Having no ESE training, dynamic can be intense; even for me) and have heard from my student's instructions (not the entre lecture) has really helped
response or familiarity with the LD, specifically, I mother that it is something none of his other instructors do. Apparently, it's improve the end product he produces, be it an essay or
a godsend. The thing that amazes me is that it's such a simple offering and
to have been pleasantly surprised how easy it requires literally nothing from a teacher. It must be one of the most an ongoing project. Most computers have a preinstalled
Jonathan has been to accommodate this condition in beneficial, least taxing accommodations an instructor could make; yet so few recording function.
Lamboy- a classroom environment. I recognize there do. Definitely, low cost-high reward.
"Asperger are varying degrees of this LD, but the
's") student I teach is very high functioning. He
definitely displays a "lack of eye contact or
reciprocal conversation, " and he has some
irregular physical ticks, but he consistently
delivers some of the best quality work in
the ninth grade. I have found that allowing
him to utilize a word processor (as opposed
to hand writing assignments) and
minimizing deviations in classroom routine
has shown a significant improvement in his
engagement in the class.

Ryan I have worked with a number of students

Gessman with severe Tourette's Syndrome. One
in specifically would shout out some of the
response obscenest language I have ever heard. He
to Brian was truly embarrassed when this
Klett occurred, and many times would need to
be removed from the classroom to de-
escalate from the feelings of
embarrassment. Working with him over
time, it was discovered that the source of
the obscenities was music he was
overhearing from his older brother's
bedroom in the evenings. After having
this stimulus removed, his tics became
less obscene over the following months.
This was a significant breakthrough
because it wasn’t his tics that caused the
most disruption, it was other students'
reaction to the obscenities being spoken
or shouted.
Brian Tourette Syndrome (TS) - Falls under the As TS patients mature they often learn how to cope with their tics more Helpful technologies for students with TS may include: X
Klett Individuals with Disabilities Education Act effectively, but during childhood and adolescents tics can be a significant 1. Ability to pre-record presentations (e.g. with
(IDEA) as "Physically Impaired with Other distraction, often interfering with learning activities. The mental strain of Powerpoint)
Health Impairment." TS is a "spectrum trying to suppress or control tics can detract from the student's
 disorder," meaning that its effects can
range from mild to severe. There is no
test for TS, but children are typically
diagnosed by observation where the
presence of both vocal and motor tics are
notable. Common motor tics may include
shrugging shoulders, eye
movement/blinking, and throat clearing.
Some students with TS may have other
associated issues such as ADHD or OCD.
The "barking" of inappropriate curse
words that is sometimes ridiculed in
movies is actually very rare in TS patients.
Kellyn Tourette Syndrome is one of the more
Brimner ( physically noticeable learning disorders
in and that makes it hard for kids to deal
response with socially. I have a family member who
to Brian was diagnosed with a mild case of
Klett TS) Tourette Syndrome as a young child and
he was often socially isolated, and it took
him much longer to develop friendships
than his siblings. I think it is vitally
important for students to get
accommodations that help them
academically but also help them socially
too, because it is the early childhood
years that help them gain social
awareness.
Kellyn Dyspraxia
Brimner
Dyspraxia is a Disorder that is
characterized by a difficulty with muscle
concentration on a lesson. Students with TS often suffer from social
isolation because of their tics. Anxiety can exacerbate TS, causing an
increased frequency of tics. Consequently, situations such as public
speaking (i.e. presentations) can be overwhelming for students with TS.
Testing can also produce significant anxiety that may require
accommodations.
Strategies for accommodating students with TS should include:
1. Reduce the stress of public speaking.
2. Reduce the stress of test taking. This may involve providing a
separate testing space or increasing the time available for test
completion.
3. Provide tools to assist with note taking.
4. Provide the opportunity to leave the classroom and go to a safe
space (e.g. a nurse's office) when tics are difficult to manage.
Helpful information on TS accommodations:
https://web.archive.org/web/20130508003154/http://tsa-
usa.org/aMedical/Faqs.html
One strategy that helped my relative was mindfulness meditation, where
he sat in a quiet place with a trusted individual and they guided him
through thinking patterns designed to reduce anxiety and stress. For
example, repeated thoughts of success on an assignment help boost
confidence in the completion of the assignment while also focusing
thought on strategies for the student to do well on the task.
Accomodations:
 Therapy, such as occupational therapy and speech therapy - this
accommodation mostly takes place outside of school but is used
to help them get better muscle coordination and movement and
2. Ability to record and/or transcribe lessons. This
may include audio recording devices, voice
recognition and transcription software, or
additional effort by the teacher to make lecture
notes available to students with TS.
High school students with TS will be expected to produce
more sophisticated work products than younger
students, and therefore technological accommodations
may be more important to high school aged students.
Some accommodation and technology suggestions can
be found at the following web site:
https://lifewithtourettes.com/2017/06/27/assistive-
technology-in-the-classroom/
I agree that High School students would need access to
more in-depth technology accommodations and I
wonder if Inspiration Mindmapping software would also
be useful for them. It would help them take notes and
more easily communicate complex ideas for them. In
addition to speech-to-text software, which can help
them get notes dictated to them by the teacher or other
students, Mind Mapping software can help them
organize the ideas and concepts from the notes and
lessons more easily.
Assistive Technologies: x x x
 Dragon Naturally Speaking – This software is
speech recognition software that allows
students to dictate notes and control
coordination or control. This disorder
causes problems with movement,
coordination, fine motor skills, language
and speech, posture, balance, and
learning development. While it is not
specifically a learning disability it can
negatively affect a child's learning, social
development, and behavior. It is usually
accompanied by other learning disorders,
such as Dyslexia, Dyscalculia, and ADHD.
Symptoms can include, but are not
limited to:
 Difficulty with balance: bumping
into people, stumbles frequently,
tendency to fall or trip
 Difficulty with hand coordination:
frequently drops items or toys,
difficulty keeping pencils in hand,
difficulty using zippers or
buttons, difficulty using a fork or
spoon
 Difficulty with social interactions:
distressed with loud or constant
noises, struggles with
interactions with other kids, has
trouble speaking at same level
with other kids, difficulty
controlling voice volume and
speed difficulty picking up on
non-verbal ques from others
https://www.understood.org/en/lear
ning-attention-issues/child-learning-
disabilities/dyspraxia/understanding-
dyspraxia
https://ldaamerica.org/types-of-
learning-disabilities/dyspraxia/
to help with hand-eye-coordination, which can help them keep
up in school more efficiently.
 Provide quiet place, with little to no auditory or visual
distractions for test taking - this helps keep them away from
distractions that might otherwise interfere with their school
work such as loud noises and bright lights,
 For writing help: provide teaching notes ahead of time, provide
note-taking buddy, provide wide-lined paper or paper with raised
and colored lines, use inclined surfaces or a slant board - these
accommodations help students keep up who cannot hold a
pencil for long periods of time or at all.
 Seat students closer to front board and away from windows - this
accommodation helps keep students away from distractions like
other students in the classroom and focuses their attention on
the front board and the teacher
 Give extra time to get from class to class, give breaks so student
can move around multiple times a day - this accommodation
helps students who have difficulty standing or walking for long
periods of time, who have very weak muscle coordination, and
who tend to fall while walking.
 Teach physical skills in smaller parts ahead of time - this
accommodation helps students who have very weak muscles,
very weak hand control, and weak muscle control. Teaching
ahead of time ensures the student will be able to learn the skill
effectively while not falling behind other students who do not
need the extra help
 Give students a hand when teaching hand coordination skills like
scissors - this accommodation helps students learn how to train
their muscles to use everyday objects such as scissors and
buttons that other students would not need help with
https://www.understood.org/en/school-learning/partnering-with-
childs-school/instructional-strategies/at-a-glance-classroom-
accommodations-for-dyspraxia
applications on a computer instead of writing
them or using a mouse and keyboard. This
speech-to-text software can help students who
have difficulty holding their pencil or using a
computer, allowing them to stay with their
classmates and not fall behind, with either their
grades or technology skill development.
 Electronic Textbooks and Student Tablets -
helps keep the weight of their backpacks down
for students who have trouble with muscular
strength and control. These can interface with
the speech-to-text software to allow students to
keep both their textbooks and notes in a single
lightweight format which is more easily carried
around the school.
 Inspiration Mind mapping software – This
technology is a visual form of note taking that
offers an overview of the topic and its complex
information. It is a visual representation of the
information that has the main idea at the center
and surrounds that with other associated topics
and information. This software helps students
with note-taking, writing, task planning,
organizing ideas and concepts, communicating
new ideas and thought processes, and helps
easily recall information. This assistive
technology can help students keep up who have
difficulty taking notes and creating assignments
due to muscle weakness.
The below link has helpful videos on these and more
assistive Technologies plus links to other types of
assistive technologies that can be useful for students
with Dyspraxia:
http://www.dyspraxia.ie/Assistive-Technology
Ryan SLI (Specific Language Impaired) or SLD
Gessman (Specific Learning Disability) - Language
Impaired
Specific language impairment (SLI) is a
language disorder that delays the
mastery of language skills in children who
have no hearing loss or other
developmental delays. It is one of the
most common childhood learning
disabilities, affecting approximately 7 to 8
percent of children in kindergarten. The
impact of SLI persists into adulthood. SLI
is also called developmental language
disorder, language delay, or
developmental dysphasia.
Students with language impairments
have difficulty with the sound
systems of language (phonology), the
structure of words (morphology),
the meaning of words (semantics), the
relationship of words in
sentences (syntax), or the functional use
of language for communication
(pragmatics). The student may have
significant difficulties in listening, oral
expression, social interactions, reading,
writing, or spelling.
National Institute on Deafness and Other
Communication Disorders
Oral Presentation - Reading of test directions, test questions, answer Phonak Roger Dynamic Soundfield: X X X
choices and writing prompts as permitted and at student request  The system continuously measures the room’s
noise level and automatically optimizes its own
Audiobooks - produced on audiotape, compact discs configuration, ensuring speech remains loud and
(CDs), or as electronic files. Students can borrow recorded books from clear.
libraries. A tape recorder, CD player, or MP3 player may be required to  Transmits sound digitally, automatically
play the recorded books. Some students may experience difficulty with alternating frequencies to eliminate potential
replaying audiocassette tapes or locating specific information. Audio interference with existing Wi-Fi or Bluetooth
versions should be accompanied with a print or braille version of the networks.
text, particularly if graphic information is included. Classroom materials
may be prerecorded on audiotape or CD. Instructions, assignments, and Benefits for Children:
lectures may also be recorded in the classroom (Thompson et al., 2005,  Improved sentence recognition ability
August).  Increased attention, interaction and
participation
Amplification Systems - enhance the  Quicker acquisition of reading, writing and
teacher’s voice output when working with groups of students in numeracy skills
educational situations. The teacher’s voice is transmitted from a lavaliere  Easier deciphering of language in early learning
or hand-held microphone to classroom speakers. (See Assistive years
Technology)  Better understanding of teacher for non-native
speakers
Florida Bureau of Exceptional Education and Student Services  Expanded seating options for students with
attention deficit issues
Benefits for Teachers:
 Reduced vocal strain and fatigue
 Aids class instruction and management
 Fewer discipline problems through improved
voice-control of students
 Less stress
 Improved in-class mobility
 One easy-to-use system suited to normal hearing
and hearing-impaired students
Phonak Roger Dynamic SoundField
In addition to the Dynamic SoundField, individual
students can utilize a headset/receiver (Phonak Roger
Focus) if additional support is needed. This will send the

Laura Visual Perceptual/Visual Motor Deficit
Cuthberts Defined by The Learning Disabilities
on Association of America as a disorder that
affects the understanding of information
that a person sees, or the ability to draw or
copy.
This disability can often be seen in
conjunction with dysgraphia or non-verbal
learning disabilities. People with Visual
Perceptual/Visual Motor Deficit Disorder
have difficulty recognizing, identifying,
and/or understanding subtle differences in
shapes or printed letters; often struggle
with reversals of "similar" letters (b/d, p/q,
u/n, w/m), making reading and writing
difficult. This learning disability can also
impact eye-hand coordination, making
cutting and holding a pencil or pen difficult,
impacting the ability to write clearly.
Students with this disability may display
poor handwriting skills. Students with
Visual Perceptual/Visual Motor Deficit
Disorder may also complain of eye pain
because letters and shapes can appear
blurred. Note that this is not a vision
impairment that can be corrected with
glasses. Students with this disability
frequently lose their place reading, cannot
accurately copy letters or shapes, and have
difficulty recognizing a word if only a part of
the word is shown.
ldaamerica.org
Some accommodations that can be used to help students affected by
Visual Perceptual/Visual Motor Deficit Disorder include:
 Allowing the student to dictate their answers as an alternative to
writing
 Allowing the student to use a computer/word processor as an
alternative to writing
 Providing the student with specially designed pens and pencils
that help correct grip
 Providing books on tape
 Allowing the student to use tracking tools as they read
teacher's voice directly to the student's ear to further
eliminate auditory distractions.
Technology based accommodations that can help x x x
support a student with Visual Perceptual/Visual Motor
Deficit Disorder include:
 Naturalreaders.com
Available as either an online or software based
program. Naturalreaders.com has the ability to read
out loud any text copied to the computer clipboard.
One advantage of this program is it produces a
human-like, natural sounding speaking "voice". The
program can also convert images to speech.
Naturalreaders.com can convert text to multiple
languages, accommodating students with Visual
Perceptual/Visual Motor Deficit Disorder as well as
students that are English as Second Language
Learners. The commercial version of the program
allows educators to add narration to things such as
youtube videos that they may be using in the
classroom lesson.
 WYNN
WYNN is literacy software that scans and reads text,
assisting students with reading challenges and
writing difficulties commonly associated with Visual
Perceptual/Visual Motor Deficit Disorder. The
software has the ability to scan printed text and
convert it into electronic text using speech synthesis.
WYNN can also "read along with" a student,
highlighting text as it is spoken; this can help a
student with tracking as they read. Essentially,
WYNN transforms printed text into understandable
information.
 Reading Pens
There are many brands of reading pens on the
market. Reading pens can be held by the student
and used to help assist them with tracking and
reading. Reading pens display scanned letters in a
much larger format. They can read scanned words
aloud and also spell words letter by letter. Some

Erin Hill Hearing Impairment – partial or complete
loss of hearing
Hearing impairment as a disability category
is similar to the category of deafness, but it
is not the same. The official definition of a
hearing impairment by the Individuals with
Disabilities Education Act (IDEA) is “an
impairment in hearing, whether
permanent or fluctuating, that adversely
affects a child’s educational performance
but is not included under the definition of
‘deafness.'” Thus, knowing the definition of
deafness is necessary to understand what
sort of disabilities are considered hearing
impairments. A hearing loss above 90
decibels is generally considered deafness,
which means that a hearing loss below 90
decibels is classified as a hearing
impairment.
Students with hearing impairments often
experience educational gaps because their
disability is invisible and includes
communication difficulties. Some pretend
to understand concepts without fully
learning them.
 Adjust teaching methods to accommodate your visual learner's
needs by writing all homework assignments, class instructions and
procedural changes on the board. Providing a visual cue eliminates
confusion on these topics.
 Reduce auditory distractions (background noise)
 Reduce visual distractions
 Remember not to speak while you have your back to the students.
 Arrange desks in a circular pattern if possible so hearing impaired
students can see other students. This is especially important if they
need to read lips.
 Consider using a talking stick for group discussions, to help students
know who is speaking. Otherwise, repeat other students' comments
and questions, acknowledging who made the comment so the
hearing-impaired student can focus on the speaker.
 Establish a procedure for emergencies, such as writing the word fire
on the board.
 Provide students with an outline of the daily lesson and printed
copies of the notes, allowing them to focus on discussions and
questions while you are teaching. Students can then be more
engaged in learning and can easily review the notes later.
 Since vision becomes a hearing-impaired student's primary means
for receiving information, utilize visual aids whenever you can.
Consider using posters, charts, flash cards, pictures, manipulatives,
graphic organizers, artifacts or any visual items to illustrate
concepts.
 Try to use captioned videos in class.
 Use sound amplification equipment when available. Make sure
students are seated near the equipment and can hear the amplified
voices. If the teacher usually uses a microphone, it should be passed
around during group discussions.
 Provide supplemental materials to reinforce concepts
 Provide extra practice
 Pre-tutor vocabulary
reading pens also have the ability to provide
definitions of scanned text. Reading pens not only
assist students with Visual Perceptual/Visual Motor
Deficit Disorder track, read and understand printed
material, but can also be used by any studentto
enhance reading fluency and comprehension.
Personal FM systems can send a teacher’s voice from a X X X
wireless microphone worn by the teacher through FM
radio waves directly to a small receiver worn by the
student with hearing loss. Personal FM systems can be
used by students who use hearing aids or a cochlear
implant and by those who do not.
Soundfield systems send the teacher’s voice from a
microphone to one or more speakers positioned close to
the child or mounted to a wall. This allows more than
one student to use the system simultaneously.
Audio-visual FM Systems - An example would be the
AudiSee which includes a microphone transmitter and a
headset-camera worn by the teacher. The student has a
small monitor-receiver on the desk allowing the student
to hear the teacher’s voice and see the teacher’s face.
Apps:
Dragon Dictation: You can use this in conjunction with
other devices, like a microphone to pick up a speaker. This
allows you to make sure the you are hearing what is being
said correctly by also giving a visual of the conversation on
your iPad or computer.
Earfy: The Earfy App shows speech as captions (subtitles)
for deaf and hard of hearing persons. You simply read on
your tablet or smartphone what is being said.
https://www.earfy.net/

Beth Kelly No Working Memory
Working memory is a function of the
brain that allows it to take in information
and apply the information in actions,
thoughts and words.
No working memory makes it difficult to
retain new information and to use it,
especially in the academic setting (ex.
Being able to memorize multiplication
tables).
No working memory has also been
associated with other learning disabilities,
such as ADHD and language deficits.
https://www.understood.org/en/learning
-attention-issues/child-learning-
disabilities/executive-functioning-
issues/working-memory-what-it-is-and-
how-it-works
https://www.brighthubeducation.com/special-ed-hearing-
impairments/67528-tips-and-strategies-for-teaching-hearing-impaired-
students/
https://successforkidswithhearingloss.com/for-
professionals/accommodations-for-students-with-hearing-loss/
Accomodations Assistive Technology x x x
-Allow student to take small notes throughout the lesson 1. Livescribe Echo SmartPen
-Give student lots of repetition and reiteration on learning goals and http://ndipat.org/blog/brain-injury-and-assistive-
concepts technology-10-devices-for-memory-loss/
- Give assignments that break the lesson up into smaller chunks that are 2. Tablet or Ipad for note taking
simple to follow https://www.apple.com/ipad/
-Have the student use recall strategies to practice remembering 3. Evernote App https://evernote.com/
previously learned information before starting on new material
https://www.ldatschool.ca/working-memory-difficulties/