1. Autism
1.1. Autism is a disability which severely affects verbal and nonverbal communication and social interaction
1.1.1. Computer technology in the classroom can be useful for students with Autism. They might otherwise have difficulty with their handwriting, which typing on a keyboard can eliminate. Likewise, the notes can be better organized using a word processor.
2. Developmental Delay
2.1. Developmental Delay is used to describe any significant delay in a child's physical, cognitive, or behavioral development.
2.1.1. Technology can be instrumental in helping students with Developmental Delays. Depending upon which particular area the student may be struggling with, there is a technology which could assist. If the student is behind on the reading level, tablets can be used to offer reading at the child's level, etc.
3. Hearing Impairment
3.1. Hearing impairment is defined as an impairment in the child's ability to hear which negatively impacts their education, but does not fall under the category of deafness.
3.1.1. One easy way in which technology can be utilized to assist students with hearing impairments is by using adaptive software to provide a visual display of information that is presented orally. This way the student can have their own material to reference and not have to struggle to hear the teacher.
3.2. Case study of student with hearing impairment http://olms.cte.jhu.edu/olms2/data/ck/sites/164/files/ClassView_CaseStudies_and_IEPSnapshots.doc
3.2.1. Frederick is a 10 grade student who is hard of hearing. In order to assist Frederick his teaching does the following;
3.2.1.1. Provide visual cues
3.2.1.2. Provide notes, printed material before lesson
3.2.1.3. Provide extended time for testing.
3.2.1.4. Arrange desk in front of room facing teacher.
4. Deafness
4.1. Deafness is an impairment in a child's hearing which can have a negative impact on their education
4.1.1. Something as simple as notes which have been typed out can assist in helping accommodate the classroom environment for students who are deaf. Of course more advanced technologies such as iPads or other such tablets can also assist, allowing the teacher and student both to have a means of interacting with each other. In this way the student could keep pace with the rest of the class, regardless of the level of their hearing impairment.
5. Emotional Disturbance
5.1. Emotional disturbance is used to describe students who has exhibited one or more of the following characteristics over a long period of time: 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, and/or a tendency to develop physical symptoms or fears associated with personal or school problems.
5.1.1. There is no specific technology which can necessarily assist with emotional disturbance, however certain accommodations to the classroom can be made to better assist a student with emotional disturbance. They include; providing preferential seating during whole group tasks to help with attention, using positive verbal praise to reinforce appropriate behaviors and finally working hard to re-direct inappropriate behaviors and return focus to the classwork.
6. Intellectual Disability
6.1. Intellectual Disability is noted as a sub-average general intellectual functioning as compared to the student's peer group.This is generally seen in tandem with other deficits in adaptive behavior.
6.1.1. Computers can be a great assistant to students with intellectual disabilities. As examples; computers can be used to quickly display a variety of images and/or graphics which can summarize what was being topics brought up during the class discussion. Likewise, computers can read out loud the text which is displayed on the screen so that the student can listen to the text as many times as they may need.
6.2. Case study of student with Intellectual Disability http://education.ky.gov/specialed/excep/documents/individualwithseveredisabilitiescasestudy.pdf
6.2.1. Kevin is an 18 with spastic quadriplegic cerebral palsy who uses a manual wheelchair for mobility which has been adapted with trunk support and subasis bar. Kevin is s able to use his right hand to manipulate larger items and can use his left hand for stabilization
6.2.1.1. In Kevin's case, due to his age and the severity of his intellectual disability, he has been placed on a transition track which is preparing him for a work-placement. He receives daily instruction in Literacy, Math, and Science. Additionally he is also involved in vocational and daily living classes.
6.2.1.1.1. Kevin's vocational class has him learning to work in the school's library, so that when he ages out of the school system at 21, he will be able have gainful employment.
7. Deaf-Blindness
7.1. Deaf-blindness specifically refers to students who have simultaneous hearing and visual impairments which causes such severe communication and other developmental and educational needs. Typically the needs of these children cannot be accommodated in special education programs which are designed for children with either deafness or blindness alone.
7.1.1. In these cases, technology will help assist again through either voice to speech (reading) assisted technology, that is software which can read aloud the materials which are on the screen. Or utilizing an embosser to print braille versions of the classroom materials so that the student can access the material that way.
8. Other Health Impairment
8.1. This is an impairment in a child's strength, vitality, or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment.
8.1.1. Not unlike for students with specific learning disabilities, the needs of the individual child are going to dictate the exact nature of the accommodation for children with Other Health impairments. The ultimate idea being to accommodate the classroom to fit the needs of the child. Or, in some cases, offering in home assistance for children who have severe enough health concerns to be "homebound"
8.2. Case Study for student with Attention Deficit Hyperactivity Disorder - http://www.bced.gov.bc.ca/specialed/adhd/case.htm
8.2.1. Melodie is a 6 year old girl who moved to LA and began attending Metropolis Elementary School. Melodie has ADHD and after giving her an assessment to find which areas she need accommodations in, her teacher set out a plan to better assist Melodie.
8.2.1.1. Her Teacher and the resource teacher determined that Melodie need help in two specific areas; Improving her literacy skills and with improving focus on the topic.
8.2.1.1.1. To assist with improving her literacy skills, the resource teacher would work with Melodie in small group settings and focus on reading high interest stories and also building sight vocabulary through key words. Melodie would do this by Melodie will select a high interest word everyday, print it on a card, illustrate it and review her key words several times each day.
8.2.1.1.2. In order to help Melodie focus on the topic, her teacher would do the following: provide picture cue cards of topic being discussed in content area subjects and direct Melodie to restrict comments to the topic on the card, encourage use of privacy board to limit distracting stimuli during independent work, remind Melodie of expectations prior to loosely structured activities (circle time) and seat near teacher, pair with positive role model for pairs activities during math centers; provide structured activities to do with manipulatives
9. Speech or Language Impairment
9.1. Speech or language impairment are communication disorders which negatively impact the student in the classroom.
9.1.1. One way in which technology can assist students with Speech or language impairment is by use of a talking hand held dictionary. This way a student can become familiar with the meaning of unknown words and also have it pronounced correctly for them so that they can learn how it is supposed to be spoken.
10. Traumatic Brain Injury
10.1. A traumatic brain injury is an acquired condition in which total or partial functional disability, psychosocial impairment, or both, has occurred which is adversely affecting a child's educational performance.
10.1.1. In the case of student's with traumatic brain injury, a device such as a tablet will be the most accommodating. Due in large part to it's small size and variety of programs or applications which can be accessed by the teacher to assist the student in the particular areas which they need the most help.
11. Visual Impairment
11.1. Visual impairment is an impairment in a child's vision which negatively affects their educational performance
11.1.1. Computers can assist in a myriad of way's for student's with visual impairment. Two such examples are software that allows the text to be zoomed to a proper resolution so that the child does no struggle to read it or software which can actually read aloud the text to the child.
12. Multiple Disabilities
12.1. Multiple disabilities are defined as simultaneous impairments which have a negative impact on the student's educational performance.
12.1.1. Depending upon the student's specific disabilities, technology can be very instrumental in the instruction process. The most common being either computers or iPads.
13. Specific Learning Disability
13.1. a disorder in one or more of the basic psychological processes which can manifest itself in the inability to listen, think, speak, read, write, spell, or to do mathematical calculations.
13.1.1. The important thing for accommodating a student with a Specific Learning Disability is to be aware of the area in which they are having a difficulty in. If they are struggling with language, use language which is more appropriate to the level they are currently at. If they are having difficulties with mathematics, give them work which can help them practice more so that they can keep up with the rest of the class material, etc. The important thing is to tailor as much of the class material to their needs as possible.
14. Orthopedic Impairment
14.1. Orthopedic impairment are bodily impairments which are severe enough to negatively affect a child’s educational performance
14.1.1. Technology can be helpful in accommodating students with orthopedic impairments. Some examples would include alternatives to the standard computer keyboard such as an on-screen keyboards or touch screens on tablets. Likewise, there are a variety of input devices for computers beyond just the mouse such as eye tracking devices, trackballs, or voice to text.