1. Floating Topic
2. Floating Topic
3. Autism spectrum disorder
   1. Forms of Autism:
      1. Rett Syndrome
      2. Childhood Disintegrative Disorder
      3. Asperger Syndrome
      4. Kanner's autism
      5. Pervasive Developmental Disorder not Otherwise Specified
   2. Accommodations:
      1. Visual or written daily schedules
      2. Allow extra time for a student to respond to directions
      3. Providing pictures the student can point to when communication is difficult
      4. Incorporate visual components, break assignments into smaller parts and provide visual or verbal cues
      5. Repeat or rephrase instruction or questions
      6. Offer alternative activities when participating in high-sensory activities
      7. Provide social skills support and instruction
      8. Minimize distractions and Give students extended time
      9. Allow student to pair up with another student to help when interacting with others,
      10. Let student use a stress-ball or piece of fabric to rub to help improve focus and reduce anxiety
      11. Provide instructions orally as well as written
   3. Assistive Technology
      1. Low Tech Assistive Technology
         1. Picture point communication board system
         2. Visual schedules
         3. Using the International ‘NO’ symbol (red circle with a line drawn through it)
      2. Mid Tech Assistive Technology
         1. Voice Output Communication Aids (VOCAs)
         2. Language Master
         3. Audio taping
      3. High Tech Assistive Technology
         1. Adaptive computer hardware
         2. Digital camera
         3. Speech generating devices
4. Deaf-Blindness
   1. Hellen Keller
   2. Accommodations
      1. Decrease length, reduce amount, or complete a task analysis of assignments.
      2. Allow for oral response
      3. Provide hands-on experiences and use manipulatives
      4. Develop a communication foundation and adapt communication form (finger spelling, alternative signs, tactual signs, reduced sign area, coactive signing).
      5. Provide one-on-one instructional support when needed
      6. Present communication form in appropriate field of vision & at appropriate distance
      7. Provide intervener, interpreter, and interpreter-tutor if necessary
      8. Use alternative format for assignments (tape recorder, typewriter, computer, etc.).
   3. Assistive Technology
      1. Hearing aids / FM Systems (Auditory Trainers)
      2. Glasses / Low vision devices (magnifiers, monoculars, CCTV, etc.)
      3. Alerting devices (vibrating alarms, watches, etc.)
      4. TDD, telebraille or relay services for making phone calls
      5. Computer aided real time (CART)
      6. Augmentative Communication devices
5. Deafness
   1. Accommodations
      1. Modified test format
      2. Peer tutoring
      3. Note-taker
      4. Abbreviated assignments
      5. Specific test environment (extended time, interpreter signs multiple choice questions, etc.)
   2. Assistive Technology
      1. Assistive Listening Systems
         1. such as audio loops and FM systems
      2. Voice to Print technology
         1. CART
         2. Viable Technologies
      3. Captioned Educational Media
         1. Captioned Media Program
         2. Captioned and subtitled DVDs
         3. Captioned television and web programming
         4. Captioned educational software
6. Developmental Delay
   1. Accommodations:
      1. Provide individual or group counseling sessions
      2. Utilize a behavior rubric to encourage appropriate behavior
      3. Provide positive reinforcement (i.e. verbal, stickers, chart)
      4. Place the child near the front of the class to help him stay focused
      5. Determine the need for Occupational Therapy (OT), Physical Therapy (PT), Adaptive Physical Education (APE) and speech services.
      6. Revise lesson plans to include several opportunities to demonstrate the expected outcome
   2. Assistive Technology
      1. Augmentative communication
      2. Computer technology
7. Emotional Disturbance
   1. Accommodation
      1. Adapt the physical environment by considering seating arrangements and by keeping potentially harmful objects or substances away from easy access.
      2. Teach social skills
      3. Adapt evaluation by providing distraction-free environments for exams, providing extended time allocations during testing periods, and ensuring that students have the skills to take tests efficiently
      4. Teach self-control, self-monitoring, and conflict resolution
      5. Carefully select partners
      6. Help students focus by teaching clearly and enthusiastically, providing additional review, and teaching self-monitoring for attention
   2. Assestive Technology
      1. Low Tech
         1. Point Sheets and Behaviour Charts
         2. Teaching self discipline
      2. Mid Tech
         1. The Motivaider
         2. The Talklight
         3. iPod
      3. High Tech
         1. Brainpop
         2. Funmaths gamestation
         3. inspiration
         4. Wii
8. Intellectual Disability
   1. Accommodations:
      1. Quiet Work Space
      2. Group learning is one of the most effective teaching strategies for students with intellectual disabilities
      3. Functional Activities
      4. Require additional support and guidance as they work on their activities. Ideally, there should be at least 1 teacher for every 3 children with intellectual disabilities.
      5. Using all the senses to learn helps them learn and retain information better
      6. Safety issues need to be considered
      7. Short activity times, and must alternate between physical and sitting down activities
      8. Positive reinforcement is to reinforce the child positively every time he learns a new skill
      9. Case Study:
         1. Four Year 2 students, one with a diagnosis of intellectual disability, one with an imputed intellectual disability
            1. Four Year 2 students at a metropolitan primary school. They both have significant delays in their academic achievement in all areas of the curriculum. Both have been diagnosed with a mild intellectual disability. They require greater support to manage social situations and undertake activities of daily living. Both students are in the same class and often work in a small group on a differentiated program with and without direct support. To support the boys to access the curriculum the teacher: • has an IEP for each student targeting skills at each child’s current literacy and numeracy level and implements a program targeting these skills • uses a task reward system with the boys combining both direct instruction and independent activities to consolidate skills; • supports the boys to access content material on the same topic as other students by providing material at their reading level or providing alternate means of accessing content such as a screen reader for specific content. Both boys take part in regular classes for specialist subjects such as music and library but an education assistant supports them at this stage while they learn self-management skills in less structured environments. They have shown improvement in social skills
            2. Intellectual Disability study case
   2. Assestive Technology
      1. Communication boards
      2. Communicators
      3. “Speech to speech” relay service to facilitate communication
      4. Color coded organizers and books
9. Hearing impairment
   1. Types of Hearing Loss
      1. Conductive Hearing Loss
      2. Sensorineural Hearing Loss
      3. Mixed Hearing Loss
   2. Accommodations:
      1. Smile and maintain eye contact during the time you are talking to a person who is hearing impaired
      2. Use sign language only if you're qualified
      3. Seat children with a hearing loss near the activity
      4. Provide additional time for completing activities and assignments
      5. Use as many visual aids as possible
      6. Sign along and show pictures again after having read a page
      7. Utilize small group of individual instruction
   3. Assistive Technology
      1. Hearing Aids / FM System / Auditory Trainers
      2. Captioning (TV & Video)
      3. Alerting Devices
      4. TDD, Relay Services
10. Visual Impairment,Including Blindness
    1. Types of Visual Impairment
       1. Partially sighted
       2. Low vision
       3. Legally blind
    2. Accommodations & Adaptations
       1. Carefully describe important visual occurrences of learning activities
       2. Verbally spell any new or technical words
       3. Use real objects for three-dimensional representations when possible
       4. Allow the student to use a tape recorder for recording lectures, class discussions, and presentations
       5. Review assignment instructions orally
       6. Student with low vision, make sure that he is near the front of the room where he can see the blackboard.
    3. Assistive Technology
       1. Computer adaptations
          1. Braille translation software and equipment
          2. Braille printer
          3. Screen reader
       2. Adaptive devices
          1. Braille notetakers
          2. Optical character reader
          3. Talking calculators
       3. Optical devices
          1. Closed Circuit Television (CCTV)
          2. Magnifiers
          3. Telescopes
    4. Case Study
11. Traumatic Brain Injury
    1. Accommodations & Adaptations
       1. Environmental Modifications
          1. Minimize extraneous auditory and visual stimulation (use study carrels or room dividers)
          2. Provide preferential seating
          3. Arrange seating to allow for more space between students
          4. Provide small group instruction
          5. Limit number of persons that the student deals with each day
          6. Provide the student with a written schedule and keep the schedule as consistent as possible
          7. Provide area to keep supplies, books, etc., away from student's work area
          8. Give the student more time to finish schoolwork and tests
       2. Learning Strategies
          1. Gain the student's attention before speaking
          2. Break complex tasks down into component parts and complete each part before trying to combine the components
          3. Provide frequent repetition of important tasks
          4. Provide verbal and written instruction
          5. Shorten assignments and/or divide assignments into parts
          6. Give short frequent quizzes, rather than all inclusive exams
    2. Assistive Technology
       1. Enlarged Keyboards or Computer Screens
       2. Memory Logbooks
       3. Electronic/computer Reminders
       4. Job Checklists
       5. Telephones with Alarms
       6. Calculator
12. Speech or Language Impairment
    1. Common Speech and Language Disorders
       1. Aphasia
       2. Dysarthria
       3. Voice Disturbances
    2. Accommodation & Adaptation
       1. Enhancing communication effectiveness
       2. Allow the student time to express themselves (do not interrupt a slow speaker)
       3. Provide SLP with spelling/vocabulary list
       4. Provide the student with information on topics prior to going over them in clas
       5. Give assignments orally and written
       6. Allow extended time for assignments and tes
       7. Minimize classroom noise/distractions
       8. Allow adaptive technology (spell checker, calculator, AAC)
    3. Assistive Technology
       1. should have an array of computer software packages
          1. for example : First Words
       2. use augmentative or alternative communication (AAC)
13. Specific Learning Disabilities
    1. Include:
       1. perceptual disabilities
       2. brain injury
       3. minimal brain dysfunction
       4. dyslexia
       5. developmental aphas
    2. Accommodations & Adaptations
       1. Provide Scaffolding
       2. Breaking tasks into smaller steps, and giving directions verbally and in writing
       3. Giving the student more time to finish schoolwork or take tests
       4. Letting the student with reading problems use textbooks-on-tape
       5. Letting the student with listening difficulties borrow notes from a classmate or use a tape recorder
       6. Letting the student with writing difficulties use a computer with specialized software that spell checks, grammar checks, or recognizes speech
       7. Oral and written language should be taught together as much as possible
    3. Assistive Technology
       1. Video tapes., DVDs, captioned TV programs, or computer software.
       2. Audio books and publications
       3. Electronic math work sheets
       4. Speech-recognition programs
       5. Talking calculators
       6. Graphic organizers and outlining
    4. Case Study
       1. Year 10 student with Dyslexia
          1. A Year 10 student who was diagnosed with dyslexia in Year 5. In the past he has had extensive private tutoring for him at different points in his education and while his ability to spell and his reading fluency and accuracy have improved he still has difficulty with these skills, particularly when there are large volumes of text, he is expected to work under time pressure or when having to remember a large number of steps/instructions in an activity. His school is aware that although he has difficulties in specific areas of literacy and organisation, he is very capable in other areas. The school aims to provide a variety of accommodations for him that focus on modifications and other accommodations to promote his learning rather than reducing the academic standards and expectations. Most of the strateggies mentioned here were used with him; He still finds literacy tasks a struggle, he is currently keeping up with the curriculum requirements expected of a Year 10 student.
          2. Dyslexia Case Study
14. Other Health Impairment
    1. Types of other Health Impairment
       1. Attention Deficit Disorder (ADD) or Attention Deficit Hyperactivity Disorder (ADHD)
       2. Attention-Deficit/Hyperactivity Disorder (AD/HD)
       3. Diabetes
       4. Epilepsy
       5. Heart condition
       6. Hemophilia
       7. Lead poisoning
       8. Leukemia
       9. Nephritis
       10. Rheumatic fever
       11. Sickle cell anemia
       12. Tourette syndrome
    2. Accommodations
       1. Give preferential seating away from distractions
       2. Provide opportunities for movement
       3. Break assignments into shorter segments
       4. Provide a highlighter to mark important information and provide motor activity during reading
       5. Frequently check on student work and redirect if necessary
       6. Let the student do work on a computer
    3. Assestive Technology
       1. Computer Software: reading, writing, math
       2. Brain Training - Printouts, Computer Software
       3. Talking Books
       4. PDA's - calendars, timers, reminder messages
       5. Invisible Clock - Reminder Timers
       6. Talking Computer Keyboards
    4. Case Study
    5. 8-year-old Third grader student diagnosed with ADHD when in first grade; IQ of 115, Interested in dinosaurs and soccer, Lives with his mother most often, he spends time at his dad’s sometimes; Mom, Dad, and Step-dad involved in education. he has 10 year old brother in 5th grade. Student's main problem in the classroom is staying seated; always wants to be moving, He has gotten much better at focusing since he began taking medication but he is still constantly moving. He had a lesson on Multiplication; Lesson involves basic multiplication as well as simple word problems, Short review of multiplication will be given and then group work as well as a worksheet, Chips and tokens will be available for all student to use to help figure out the problems. Adaptation for this student was like following: He has a set of dinosaur cards he uses for these types of problems rather than the usual chips and a shorter worksheet, His problems relate to things that will keep his attention such as dinosaurs and soccer; Ex. If the soccer team scores 5 goals in each game and they have played 7 games …how many goals have they scored in total so far this year? and other adaptations were used like curriculum adaptations. He has shown an improvement in math, doing his assignments on time improvement in speech/Language after speech therapy.
    6. ADHD Case study
15. Orthopedic Impairment
    1. Types of Orthopedic Impairment
       1. Bone Diseases
       2. Brachial Plexus/Erb's Palsy
       3. Cerebral Palsy
       4. Hydrocephalus
       5. Muscular Dystrophy
       6. Poliomyelitis
       7. Scoliosis
       8. Spina Bifida
       9. Spinal Cord Injury
       10. Spinal Muscular Atrophies
    2. Accommodation/Adaptations
       1. Special seating arrangements to develop useful posture and movements
       2. Instruction focused on development of gross and fine motor skills
       3. Securing suitable augmentative communication and other assistive devices
       4. Awareness of medical condition and its affect on the student (such as getting tired quickly)
       5. speech-language pathology, physical therapy, and occupational therapy
    3. Assistive Technology
       1. Low Tech
          1. Dycem
          2. Slant Boards
          3. Book stands
          4. Page fluffers
          5. Pencil grips
          6. Specialized writing paper
          7. Audiotapes of printed materials
       2. High Tech
          1. Computer
          2. Specialized keyboards (e.g IntelliKeys)
          3. Software programs (e.g. word predict, print to voice, math applications)
          4. Digital Notebook
          5. Ballpoint Mouse
          6. Multi-level voice output communication device
          7. Print to voice computer software
16. Multiple Disabilities
    1. Accommodations & Adaptations
       1. Extended time for completion of assignments or tests
       2. Speech and language, occupational, physical, behavioural and recreational therapists
       3. Visual demonstrations
       4. Instructions/directions given in different channels (written, spoken, demonstration)
       5. Seating to reduce distractions
       6. Visual or multisensory materials
    2. Assistive Technology
       1. Various low and high-technology Alternative and Augmentative Communication systems can be used to supplement or replace verbal communication
       2. Environmental Control Units
       3. Automated Learning Device (ALD)
       4. Communication boards,
       5. Electrical appliances (radio, TV, etc)