1. Multiple Disabilities
1.1. Modification
1.1.1. Increased safety
1.1.2. Adjusted seating
1.1.3. Provide extra assistance
1.1.4. Provide variety of sensory activites
1.1.5. Use repetition
1.1.6. Be consistent/have a routine
1.1.7. Combine techniques for other disabilities based on student needs
1.2. Technology
1.2.1. TTY
1.2.2. Audio/visual system with captioning
1.2.3. speech to text device/text to speech device
1.2.4. Mobility devices
1.2.5. Combine various forms of technology for other disabilities based on student needs
2. Orthopedic Impairment
2.1. Modification
2.1.1. Adjusted seating
2.1.2. Special furniture
2.1.3. Help with note taking/writing aids
2.1.4. Additional motor skill activities
2.1.5. Additional time to finish tasks
2.1.6. Speech to text use
2.1.7. Buddy System
2.2. Technology
2.2.1. Speech to text program
2.2.2. Communication devices
2.2.3. Adjusted keyboards and mice
3. Other Health Impairment
3.1. Modification
3.1.1. Adjust lessons for care services
3.1.2. Increase safety
3.1.3. Ensure access to health materials
3.1.4. Provide additional time to complete tasks
3.1.5. Coordinate with other care providers
3.1.6. Adjusted seating
3.1.7. Combine modifications of other disabilities based on the students health needs and abilities
3.2. Technology
3.2.1. Speech to type
3.2.2. TTY
3.2.3. Audio/visual technology
3.2.4. Note taking devices
3.2.5. iPad's/personal use tech
4. Specific Learning Disability
4.1. Modification
4.1.1. Buddy System
4.1.2. Encourage recording of lectures
4.1.3. Give additional time to complete tasks
4.1.4. Give frequent feedback
4.1.5. Limit distractios
4.1.6. Give options for tasks
4.1.7. Provide lesson outlines
4.1.8. Use visuals
4.1.9. Shorten lectures or notes and increase word size
4.1.10. Use varied activities and games
4.2. Technology
4.2.1. Audiobooks
4.2.2. Tape recorders
4.2.3. Audio/visual technology
4.2.4. Calculators
4.2.5. Talking calculators
4.2.6. Personal listening system
4.2.7. Electronic organizers
4.2.8. Adjusted keyboards
4.2.9. Text to speech/speech to text programs
4.2.10. Alarms
4.3. Case Study: Ellie
5. Speech/Language Impairment
5.1. Modification
5.1.1. Increase interactive communication activities
5.1.2. Add active listening activities
5.1.3. Use more open-ended questions
5.1.4. Include a speech therapist
5.1.5. Speak directly to the individual
5.1.6. Buddy system
5.1.7. Give options for competing tasks
5.1.8. Use gestures and modeling
5.2. Technology
5.2.1. Hearing loop system
5.2.2. FM system
5.2.3. Personal amplifiers
5.2.4. Personal keyboards
5.2.5. Touchscreen devices
5.2.6. Speech-generating devices
5.3. Case Study: Bryanna
6. Traumatic Brain Injury
6.1. Modification
6.1.1. Provide extra time to complete tasks
6.1.2. Encourage lecture recording
6.1.3. Provide outlines for material
6.1.4. Note taking assistance
6.1.5. Grade less strictly
6.1.6. Provide options for completing activities/tasks
6.1.7. Adjust seating
6.1.8. Avoid high pressure situations/exempt from stressful tasks
6.1.9. Permit use of outside sources
6.1.10. Provide instructions in multiple forms and give examples
6.1.11. Give extended breaks
6.1.12. Minimize distractions
6.1.13. Provide extra assistance
6.1.14. Pace out work, don't ask for too many assignments to be competed congruently
6.1.15. Use simplified, large print material
6.1.16. Give a checklists for activities
6.1.17. Consider a buddy system
6.1.18. Special furniture
6.2. Technology
6.2.1. Audio/visual recorders
6.2.2. Persona computers/touchscreen tech
6.2.3. Visual assistant tech
6.2.4. Electronic organizers/alarms
6.2.5. (Adjusted) keyboards
6.2.6. Text to speech applications
6.2.7. Mobility technology
6.2.8. Other technologies that may assist with physical by-products of TBI: hearing, audio, visual and mobility assistance
7. Visual Impairment (Including Blindness)
7.1. Modification
7.1.1. Hands-on experiences
7.1.2. Use of touchabe models
7.1.3. Braille
7.1.4. Large print, simplified handouts or visuals
7.1.5. Detailed verbal instructions
7.1.6. Buddy System
7.1.7. Give extra time to complete activities or respond
7.1.8. Allow verba responses instead of written ones
7.1.9. Reduce written work
7.1.10. Provide verbal descriptions or narrations of viewabe material
7.1.11. Conduct more experiential activities
7.1.12. Encourage audio recording of lectures
7.2. Technology
7.2.1. Text to speech technology
7.2.2. Audio recording devices
7.2.3. Tactile graphics
7.2.4. Modified note taking technology
7.2.5. Personal tablets
7.2.6. Audiobooks
8. Sources Cited
8.1. Academic Accommodations for Students with Learning Disabilities. (2004). Retrieved December 18, 2016, from University of Washington, http://www.washington.edu/doit/sites/default/files/atoms/files/Academic-Accommodations-Learning-Disabilities.pdf
8.2. Accommodations and modifications at a glance: Educational accommodations for students who are blind or visually impaired - American foundation for the blind. (2016). Retrieved December 16, 2016, from American Foundation for the Blind, http://www.afb.org/info/programs-and-services/professional-development/experts-guide/accommodations-and-modifications-at-a-glance/1235
8.3. Accommodations for students with hearing loss. (2012, August ). Retrieved December 18, 2016, from Supporting Success for Children with Hearing Loss, http://successforkidswithhearingloss.com/relationship-hl-listen-learn/accommodations/
8.4. Assistive devices for people with hearing, voice, speech, or language disorders. (2014, July 3). Retrieved December 18, 2016, from National Institute of Deafness and Other Communication Disorders, https://www.nidcd.nih.gov/health/assistive-devices-people-hearing-voice-speech-or-language-disorders
8.5. Assistive technology - emotional disturbance. Retrieved December 18, 2016, from Emotional Disturbance, http://education4ed.weebly.com/assistive-technology.html
8.6. Assistive technology for individuals with developmental disabilities (DD) or traumatic brain injuries (TBI). (2014). Retrieved December 18, 2016, from Accessible Technology Coalition, http://atcoalition.org/article/assistive-technology-individuals-developmental-disabilities-dd-or-traumatic-brain-injuries-t
8.7. Assistive technology for individuals with traumatic brain injury. (2015). Retrieved December 17, 2016, from Brainline, http://www.brainline.org/content/2011/04/assistive-technology-for-individuals-with-traumatic-brain-injury-tbi.html
8.8. Assistive technology for students with TBI. Retrieved December 17, 2016, from University of Oregon, http://cbirt.org/tbi-education/assistive-technology/assistive-technology-students-tbi/
8.9. Bhattacharyya, A. (2009). DEAF-BLIND TECH GADGETS IN EDUCATIONAL SETTINGS. Retrieved December 18, 2016, from http://documents.nationaldb.org/products/dviqanindya.pdf
8.10. Classroom modifications and accommodations for students with learning disabilities. Retrieved December 18, 2016, from The Learning Disabilities Association of Texas, http://www.ldatx.org/ld_info/accommodations.html
8.11. Dominica, S. (2011, January 28). Different modifications for students with an intellectual disability for the classroom or at home. Retrieved December 18, 2016, from Bright Hub Education, http://www.brighthubeducation.com/special-ed-learning-disorders/104639-modificatons-for-students-with-intellectual-disabilities/
8.12. Emotional behavioral disorder: Accommodations and modifications. (2012, July 12). Retrieved December 18, 2016, from A Child With Needs, http://www.achildwithneeds.com/disabilities/emotional-disability/emotional-behavioral-disorder-accommodations-and-modifications/
8.13. Heckendorf, S. (2009). Assisstive technology for individuals who are deaf or hard of hearing. Retrieved December 18, 2016, from http://www.wati.org/content/supports/free/pdf/Ch13-Hearing.pdf
8.14. Johnson, C. D. (2014). IEP/504 Checklist: Accommodations and modifications for students who are deaf and hard of hearing. Retrieved December 18, 2016, from http://www.handsandvoices.org/pdf/IEP_Checklist.pdf
8.15. Kreutzer, J., & Hsu, N. (2015). Accommodations guide for students with brain injury. Retrieved December 18, 2016, from Brainline Kids, http://www.brainline.org/content/2011/10/accommodations-guide-for-students-with-brain-injury.html
8.16. Lofland, K. (2016). The use of technology in treatment of autism spectrum disorders. Retrieved December 16, 2016, from Indiana University Bloomington, https://www.iidc.indiana.edu/pages/the-use-of-technology-in-treatment-of-ausm-spectrum-disorders
8.17. Moss, K. (1995, January ). Teaching strategies and content modifications for the child with deaf-blindness. Retrieved December 18, 2016, from http://www.tsbvi.edu/seehear/archive/strategies.html
8.18. Multiple Disabilities. (2013, August ). Retrieved December 18, 2016, from Center for parent information and resources, http://www.parentcenterhub.org/repository/multiple/
8.19. Other Health Impairment. (2015, July ). Retrieved December 18, 2016, from Center for parent information and resources, http://www.parentcenterhub.org/repository/ohi/
8.20. Speech or Language Impairment (SLI). (2016). Retrieved December 18, 2016, from Do2Learn: Educational resources for special needs, http://do2learn.com/disabilities/CharacteristicsAndStrategies/SpeechLanguageImpairment_Strategies.html
8.21. Stanberry, K. (2012, June 11). Assistive technology for kids with learning disabilities: An overview. Retrieved December 18, 2016, from Reading Rockets, http://www.readingrockets.org/article/assistive-technology-kids-learning-disabilities-overview
8.22. Strom, E. (2014). Common modifications and accommodations. Retrieved December 18, 2016, from Understood, https://www.understood.org/en/learning-attention-issues/treatments-approaches/educational-strategies/common-modifications-and-accommodations
8.23. Students with orthopedic Impairments: Common characteristics, classroom modifications & Assisstive technology. (2010, May 14). Retrieved December 18, 2016, from Bright Hub Education, http://www.brighthubeducation.com/special-ed-physical-disabilities/71266-common-classroom-modifications-for-students-with-orthopedic-impairments/
8.24. Teaching students with orthopedic impairment. (2010, May 13). Retrieved December 18, 2016, from Bright Hub Education, http://www.brighthubeducation.com/special-ed-inclusion-strategies/71197-having-a-child-with-an-orthopedic-impairment-in-the-class/
8.25. Wright, K. (2001, December ). 20 Classroom Modifications for Students with Autism. Retrieved December 16, 2016, from http://tcsps.sharpschool.net/UserFiles/Servers/Server_981069/File/Migrated%20Documents/20_classrm_modifications_for_students_with_autism.pdfIn-line Citation:(Wright, 2001)
9. Deaf-Blindness
9.1. Modifications
9.1.1. One-on-one instruction/small groups
9.1.2. Increased Safety
9.1.3. Utilization of tactile/gustatory/olfactory activities
9.1.4. Utilizing routine
9.1.5. Use of modified sign language, objects, and gestures (that can be felt)
9.2. Technology
9.2.1. TTY
9.2.2. Deaf-Blind Communicator
9.2.3. IP Phone Access
9.2.4. Braille note takers
9.2.5. Tactile Graphics Technology
10. Deafness
10.1. Modifications
10.1.1. Use of visuals
10.1.2. Utilization of sign language
10.1.3. Adjust room for noise reverberation
10.1.4. Special lighting
10.1.5. Proper distance and access to visuals/teacher
10.1.6. Modify reading and writing assignments
10.1.7. Adapt verbal curriculum
10.1.8. Implement buddy system
10.1.9. Visual/Tactile/Gustatory/Olfactory activities
10.1.10. Written announcements
10.2. Technology
10.2.1. TTY
10.2.2. Speech to text sotware
10.2.3. Videos with captioning
10.2.4. Visual alarms
11. Developmental Delay
11.1. Modifications
11.1.1. Extended time for assignments/tests
11.1.2. Repeated review or drills
11.1.3. Shortening assignments
11.1.4. Use visuals and demosntratios
11.1.5. Utilize multisensory materials
11.1.6. Use Mnemonic devices
11.1.7. Tape lectures
11.1.8. Adjust seating to minimze distraactions
11.1.9. Use large print material
11.1.10. Provide instructons in multiple forms
11.1.11. Provide study sheets/handouts
11.1.12. One-on-one assistance
11.1.13. Add additional breaks
11.2. Technology
11.2.1. Portable recording devices
11.2.2. Label makers
11.2.3. Talking watches
11.2.4. Photo device/camera
11.2.5. Planning and Execution Trainer
11.2.6. Mem-X Digital Recorder
11.2.7. Picture planner
11.2.8. Intellikeys
11.2.9. Write: Out Loud
12. Autism
12.1. Modification
12.1.1. Increase visuals
12.1.2. Use models
12.1.3. Color code informatiom
12.1.4. Make processes/activities clear with designated signs/folders
12.1.5. Include sensory activities
12.1.5.1. Fidget toys
12.1.5.2. Monkey bars
12.1.6. Social stories and scripts
12.1.7. Provide student choice and control
12.1.8. Limit distractions
12.1.9. Visually ID boundaries
12.1.10. Design class with close proximity to materials/teacher
12.1.11. Use a buddy system
12.1.12. Role-play
12.1.13. Use a high level of consistency
12.2. Technology
12.2.1. Fidget toys
12.2.2. Special lighting, smells, and sounds
12.2.3. Tablet
12.2.3.1. Communication
12.2.3.2. Handwriting practice
12.2.3.3. Sounds, visuals and learning games
13. Hearing Impairment
13.1. Modification
13.1.1. Adjusted seating
13.1.2. Reduce visual distractions
13.1.3. Visual alarms
13.1.4. Special ilghting
13.1.5. Provide extra time to process info/respond/complete tasks
13.1.6. Use ASL/interpreter
13.1.7. Use visuals
13.1.8. Speech to text
13.2. Technology
13.2.1. Hearing device
13.2.2. FM system/auditory trainer
13.2.3. Sound-fied system
13.2.4. TTY
13.2.5. TV with captioning
14. Emotional Disturbance
14.1. Modification
14.1.1. Create social interaction goals
14.1.2. Use role-playing
14.1.3. Adjust seating to promote social interaaction
14.1.4. Set clear rules and expectations using interesting visuals
14.1.5. Boost the engaging stimuli in the environment
14.1.6. Increase consistency
14.1.7. Set limits and stick to them
14.1.8. Heighten the structure
14.1.9. Make sure the rules are clearly visible
14.1.10. Use a "cue" word to designate unwanted behavior
14.2. Technology
14.2.1. iPod/Stereo
14.2.2. Talklight
14.2.3. Wii
14.2.4. Funmaths
14.3. Case Study: Megan
15. Intellectual Disability
15.1. Modification
15.1.1. Extra quiet workspace
15.1.2. Use functional activities
15.1.3. Utilize frequent repetition
15.1.4. Heighten safety measures
15.1.5. Use "learn by doing" activities
15.1.6. Be consistent
15.1.7. Change activities often
15.1.8. Alternate activity styles
15.2. Technology
15.2.1. Communication technology
15.2.2. Audi/visual system
15.2.3. Audiobooks
15.2.4. Modified clocks
15.2.5. Electronic worksheets
15.2.6. Proofreading programs
15.2.7. Speech to text devices
15.2.8. Talking calculators
15.2.9. Tape recorders